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4Core Curriculum the SCHOOL DISTRICT of PHILADELPHIA

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4Core Curriculum THE SCHOOL DISTRICT OF PHILADELPHIA GRADE 4: LITERACY PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently STANDARD STATEMENT A. Apply knowledge of purposes and types of text to establish the purpose before reading. Performance LITERACY INSTRUCTIONAL MODEL: Content Descriptors COMPREHENSIVE LITERACY FRAMEWORK ■ READERS WORKSHOP ■ WRITERS WORKSHOP (PDE ACADEMIC OBJECTIVES AND TESTED ON PSSA) RECOMMENDED BEST PRACTICES AND MULTICULTURAL CONNECTIONS By the end of grade 4 It is essential to create a literature-rich environment that accurately reflects stu- students will be able to: dents’ cultural heritage and the contributions of various ethnic, racial, and cultural groups. Research suggests student self-esteem is strengthened when they see and read about the contributions made by their own cultural group to the history and ■ Apply knowledge of pur- culture of the United States. poses and types of text to establish the purpose Before reading, effective readers set a purpose for reading. Readers think and before reading. use text differently depending on the types of text and their purpose for reading. Teachers explain and model how to identify the purpose and type of text before reading. There are three essential purposes for reading: • Reading for literary experience (to tell a story and for enjoyment) picture books, poems, fairy tales, short stories • Reading for information - magazines, newspapers and informational picture books • Reading to perform a task - directions for games, schedules, recipes Previewing/Surveying is an effective strategy that supports students as they set a purpose for reading. It helps readers anticipate meaning. This strategy can be performed quickly to identify the general idea of what a selection is about or it can be a more thorough process to ascertain the major ideas and organizational struc- ture of the material. During Shared Reading explain and model the steps in previewing/surveying. Previewing/Surveying is most effectively used with informational text or narrative and procedural texts with illustrations. Recommended steps in previewing/surveying: • Read the title • Read the headings and subheadings, if present • Examine any accompanying visual aids such as maps, charts, graphs, illustrations and photographs • Examine any words in italics and boldface print • Quickly read any introductory and concluding paragraphs or summaries During Guided Reading have students apply previewing/surveying strategies by seeking answers to questions such as: • What does this text seem to be about? • What do I already know about this story/subject? • What does the subheading tell me about the topic? • What kind of text is this? • What do the highlighted words/phrases tell me? • What clues do the visual aids give me about the text? 18 THE SCHOOL DISTRICT OF PHILADELPHIA GRADE 4: LITERACY PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently STANDARD STATEMENT A. Apply knowledge of purposes and types of text to establish the purpose before reading. EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What is the most important thing Previewing text features, sen- Teacher’s Editions you learn in the introduction that tence structure, graphic features, helps you understand what hap- and vocabulary before reading Theme 1 T78-101 pens in this story? will support comprehension par- Theme 2 206G-H, 208-209, ticularly for ELL students. Have 210-217 A. Carol is 9 years old them set a purpose for reading: I Theme 3 T276-277 B. Carol has been on the want to know ____________. Theme 4 T400I, 402-403 basketball team for two years Theme 5 24-539,542-543 C. Carol has been learning to Theme 6 T612J, 614-633, 637D sew since she was seven. Students with Disabilities D. The teacher thought Carol did All teachers working with identi- a good job on the project. fied students with disabilities must review the student's need Multicultural Literature for Specially Designed Instruction TerraNova (SDI) as described in the Esperanza Rising This passage is mostly about Individual Education Plan (IEP), by Pam Munoz Ryan A. Wynton Marsalis giving a jazz Evaluation Report (ER), and Baseball in April: And Other concert. teacher records. Teachers must Short Stories then select the appropriate by Gary Soto B. Josh Broder getting to meet accommodations and/or modifi- Wynton Marsalis. Molly’s Pilgrim cations necessary to enable the C. Josh Broder giving a special by Barbara Cohen child to appropriately progress in birthday performance. the general curriculum. The Hunter and the Crocodile: A [IDEA 300.121.9(d) (3) (i)] West African Folktale by Baba Wague Diakite Class-Based Assessments For more details on accommo- dations and modifications see Mud Pony • Teacher Observations Resources/References. by Caron Lee Cohen • Anecdotal Records Summer on Wheels • Student/teacher conferences • PSSA Format Performance by Gary Soto Home Connections Tests • Student use of graphic organ- Discuss the purposes for game izers, response logs,teacher- directions, application forms, made tests maps and table of contents. Use these different formats in real lilfe Intervention Resources situations. Read 180 For Students on the Chart a course on the map for a Small group instruction Advanced Level family trip and check it at Interactive Reader Provide opportunities for stu- www.mapquest.com. SIPPS (Systematic Instruction in dents to explain how and why Phoneme Awareness, Phonics, texts of all types were chosen. and Sight Words) Students should include and Community Connections Quick Reads explain the use of primary Visit the airport, train stations or Soar to Success source information. bus terminals. Plan a trip with your child. Read the schedule together and determine what time you have to leave home. 19 THE SCHOOL DISTRICT OF PHILADELPHIA GRADE 4: LITERACY PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently STANDARD STATEMENT B. Compare and contrast text formats to select appropriate text for a particular purpose. Performance LITERACY INSTRUCTIONAL MODEL: Content Descriptors COMPREHENSIVE LITERACY FRAMEWORK ■ READERS WORKSHOP ■ WRITERS WORKSHOP (PDE ACADEMIC OBJECTIVES AND TESTED ON PSSA) RECOMMENDED BEST PRACTICES AND MULTICULTURAL CONNECTIONS By the end of grade 4 It is essential to create a literature-rich environment that accurately reflects stu- students will be able to: dents’ cultural heritage and the contributions of various ethnic, racial, and cultural groups. Research suggests student self-esteem is strengthened when they see and read about the contributions made by their own cultural group to the history and ■ Compare and contrast culture of the United States. text formats to select appropriate text for a Text Format refers to the organizational and graphic features of text; the chapter particular purpose. titles, subtitles, and table of contents in a text. They help the reader locate informa- tion in the text and represent information in some specific way. Students need to understand organizational structures in order to determine important information when reading nonfiction. Because formats vary greatly, teachers need to Think Aloud, model and demonstrate how to identify and use the particular features of a text so the reader can decide whether the text will fit their purpose. Graphic features are items such as charts, pictures, captions and maps that are found in a text. They summarize and condense the written information and commu- nicate the meaning in a visual form. These graphic features are designed to enhance, explain and clarify concepts or ideas that are written in texts. Model and demonstrate how to effectively skim (glance through the material quickly to get a general idea of what it is about) and scan (look through material to locate particular information) text for big ideas and relevant information prior to reading the text. Provide opportunities for students to use skimming and scanning skills before, during and after reading. Guide students to identify and use text structures and graphic features. Effective strategies are: • Table of Contents Predictions • Read the Preview section of textbooks • Preview/Survey (Headings, Boldface Terms, Illustrations) Graphic organizers that are effective for comparing and contrasting text formats are: • T-chart • Venn diagram • Webs 20 THE SCHOOL DISTRICT OF PHILADELPHIA GRADE 4: LITERACY PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently STANDARD STATEMENT B. Compare and contrast text formats to select appropriate text for a particular purpose. EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which headline would most likely Creating graphic organizers will Teacher’s Editions be a story about someone who identify common organizational saved someone’s life? structures for the students. This Theme 1 T124I, 126-146-147 will facilitate comprehension. Theme 2 T252J, 254-265 A. Tiger escapes from the zoo Theme 3 T372J, 374-391 B. Local hero saves youth from Theme 4 T402-417 lake Students with Disabilities Theme 5 T544I, 546-561, C. President returns home from 563-564, 566 Summit Meeting All teachers working with identi- Theme 6 T692-709 D. Boy saves drowning dog fied students with disabilities must review the student's need for Specially Designed Instruction (SDI) as described in the TerraNova Individual Education Plan (IEP), Multicultural Literature If you had
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