English/Language Arts s10

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE

GRADE FOUR

LOUDOUN COUNTY PUBLIC SCHOOLS 2013-2014 ELEMENTARY LANGUAGE ARTS CONTACTS

Shannon Abel Jaime Giles Marie Payne Ariane Axt Anita Gill-Anderson Jennifer Petrusky Diane Bell Andrea Hanselman Natalie Porter Barbara Brosnan Allison Hatton Traci Propst-Goff Brooke Brown Denise Hess Jill Redenburg Tracey Burcroff Gretchen Hill Jennifer Reed Elizabeth Carrig Ryan Jeffers Amy Reynolds Donna Cherundolo Leslie Kash Michelle Saville Michele Copeland Celia Key Devin Shannon John Cornely Ellen Linza Carissa Stanziola Robert Davis Stacie Markel Mary Jo Totman Teresa Delaney Judi McCarthy Susan Verdin Diane Dennis Greg Mihalik Beth Volpe Bill Fazzini Tammi Mydlinski Valerie Wade Janet Finn Elizabeth O’Connor Kaity Wagner Kelly Gallagher Nan Parrish Patricia Walker Peggy Gearhart Pandora Passin Susan Weltens

Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent Asst. Superintendent, Instruction

Timothy J. Flynn Dr. Michele Schmidt Moore Director, Instructional Services Supervisor, English and Language Arts David L. Arbogast Dr. Lori T. Riley English Specialist Elementary Reading Supervisor

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum. CONTENTS

Mission Statement ...... 1 Internet Safety ...... 2 Overview & Expectations by Quarter ...... 3 Pacing Guide ...... 7 Curriculum Framework ...... 13 Grammar Skills Progression 34 LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world situations. Therefore, we will  develop active and involved listeners  teach students to self-advocate and ask for clarification  show students how to use the right language and diction for informal and formal situations  develop learning activities that encourage students to communicate in authentic contexts  provide opportunities for collaborative learning in research and other projects. Students think critically. Therefore, we will  provide opportunities to critically analyze language and media  teach processes for critical thinking and making informed decisions  show students how to refine their arguments based on new information. Students understand and respect multiple perspectives and cultures. Therefore, we will  explore literature that reflects many cultures  engage students in multiple perspectives and ideas. Students value and appreciate the power of language through reading and writing. Therefore, we will  provide opportunities for students to choose and engage in relevant and meaningful texts  provide opportunities for students to choose the audience and purpose for their writing. Students take on challenges and reflect on progress. Therefore, we will  provide opportunities for increased rigor in assignments  provide frequent opportunities for students to reflect on their growth as communicators. Students are well-versed in technology tools used to help them communicate. Therefore, we will  integrate technology tools in our teaching and in student learning.

Grade Four, page 5 INTERNET SAFETY

The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5 specify technology use behaviors students must practice. These standards have been integrated into the English/Language Arts Information Literacy Framework. The safety and security of our students is our responsibility. As you establish and develop the learning community in your classroom, integrate lessons about internet safety that address personal safety on the Internet, accessing information on the Internet, and activities on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet Safety in Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet.  Students must understand that people are not always who they say they are. They should never give out personal information without an adult’s permission, especially if it conveys where they can be found at a particular time. They should understand that predators are always present on the Internet.  Students should recognize the various forms of cyberbullying and know what steps to take if confronted with that behavior.

Information on the Internet.  Students and their families should discuss how to identify acceptable sites to visit and what to do if an inappropriate site is accessed.  Students should be informed about various Web advertising techniques and realize that not all sites provide truthful information.

Activities on the Internet.  Students and their families should discuss acceptable social networking and communication methods and appropriate steps to take when encountering a problem.  Students should know the potential dangers of e-mailing, gaming, downloading files, and peer-to-peer computing (e.g., viruses, legal issues, harassment, sexual predators, identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

Grade Four, page 6 During the 1st quarter you are launching your reading and writing workshops. Establishing structure and routines for the workshops and word study is essential during this quarter. This is the time to review your students' portfolios, assess their skills, and begin forming word study groups. Resources for assessing students and determining their developmental word study stage can be found on the LCPS curriculum webpage for Language Arts. In addition, form guided reading groups for students at the transitional level or below. Begin small group conferring with students of similar strengths and weaknesses. The core writing units for this quarter are Launching the Writing Workshop with Personal Narrative. The core reading units for this quarter are Building A Reading Life & Following Characters into Meaning. These units can be found in A Curricular Plan for Reading Workshop. Teacher Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the standards in this quarter and in every quarter can be incorporated into read alouds and shared reading in topics related to science and social science such as Virginia’s Natural Resources, the Solar System, and different cultures in Virginia.

This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely reteach and reassess each skill throughout the year depending on the development of each student. AT A GLANCE: Language Arts Grade 4 Approx. # Topic/Focus Related SOL Links and Resources of Weeks  A Curricular Plan for Reading Building a 4 weeks Workshop Unit 1: Building a Reading Life Reading Life Following Characters into 4.4 a, c  A Curricular Plan for Reading Meaning: 4.5 e, f, i, l 4 weeks Workshop Unit 2: Following Envision, Predict, 4.6 b, h, i, l Characters into Meaning Synthesize, Infer, and Interpret 1st Narrative  A Curricular Plan for Reading Nonfiction 4 weeks Workshop Unit 3: Nonfiction Qu Reading Reading Part 2 art Launching the  A Curricular Plan for the Writing Writing Workshop 4.7 a, b, c, j 4-6 weeks Workshop Unit 1: Raising the Level er with Personal 4.8 a, d, g of Personal Narrative Writing Narrative LCENG 1 Teacher Choice LCENG 2  A Curricular Plan for the Writing (e.g. Realistic 4-6 weeks Workshop Unit 2: Realistic Writing Fiction) Integrated into reading and the Communication 4.1 a, b, c, f, h writing workshop

Grade Four, page 7 In Quarter 2, continue to monitor your guided reading and word study groups, shifting groups as students grow and develop. In addition, continually shift your small conferring groups. Toward the end of the quarter administer a mid-year evaluation for word study. The core writing unit for this quarter is Informational Writing The core reading unit for this quarter is Expository Nonfiction Reading. This unit can be found in A Curricular Plan for Reading Workshop. Teacher Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the standards in this quarter and in every quarter can be incorporated into read alouds and shared reading in topics related to science and social science such as weather, forces and motion, the economy of Virginia and why the colonies rebelled.

This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely reteach and reassess each skill throughout the year depending on the development of each student. AT A GLANCE: Language Arts Grade 4 Approx. # Topic/Focus Related SOL Links and Resources of Weeks  A Curricular Plan for Expository Reading Workshop Unit 4 weeks Nonfiction Reading 3: Nonfiction Reading 4.4 b, d Part 1 4.5 c, d, g  A Curricular Plan for 2 Teacher Choice 4.6 a, d, e, j Reading Workshop Unit nd (e.g. Historical 4 weeks 5: Historical Fiction: Fiction) Q Tackling Complex Texts  A Curricular Plan for the Informational u 4 weeks Writing Workshop Unit 4: Writing 4.7 a, c, d, f, g, j, k Informational Writing a 4.8 e, g  A Curricular Plan for the rt Teacher Choice LCENG 1 Writing Workshop Unit 5: (e.g. Historical LCENG 2 4 weeks e Historical Fiction: Fiction) r Tackling Complex Texts Integrated into 4.1 h Communication reading and the 4.2 b, c, d writing workshop

Grade Four, page 8 In Quarter 3, continue to monitor and assess your guided reading and word study groups, shifting groups as students grow and develop. In addition, continually shift your small conferring groups. The core writing unit for this quarter is Researched Based Nonfiction Writing. The core reading unit for this quarter is Nonfiction Research Projects: Teaching Students to Navigate Complex Text Sets Using Critical, Analytical Lenses. This unit can be found in A Curricular Plan for Reading Workshop. Teacher Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the nonfiction standards in this quarter and in every quarter can be incorporated into read alouds and shared reading in topics related to science and social science such as electricity and magnetism, ecosystems, people and events during the revolution, and key differences between north and south.

This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely reteach and reassess each skill throughout the year depending on the development of each student. AT A GLANCE: Language Arts Grade 4 Approx. # Topic/Focus Related SOL Links and Resources of Weeks Nonfiction Research Projects: Teaching Students to Navigate  A Curricular Plan for Reading Complex Nonfiction 4 weeks Workshop Unit 4: Nonfiction Text Sets Using Research Projects Critical Analytical 4.4 e Lenses 4.5 a, j, k r 4.6 c, g, k 3  LCPS Sample Lesson Sequence: Teacher Choice (e.g. d Series Book Clubs Series Book Clubs 4 weeks  A Curricular Plan for Reading and/or Social Issues Q Workshop Unit 9: Social Issues Book Clubs) u Book Clubs  A Curricular Plan for the a Writing Workshop Unit 8: Researched Based 4.7 a, c, h, j 4 weeks Informational Writing: rt Nonfiction Writing 4.8 b, g, h Reading, Writing and Research 4.9 a, b, c, d, e e in the Content Areas LCENG 1 r Teacher Choice LCENG 2  A Curricular Plan for the (e.g. Personal and 4 weeks Writing Workshop Unit 3: The Persuasive Essays) Personal and Persuasive Essay

4.1 h Integrated into Communication 4.2 a reading and the 4.3 a, b writing workshop

Grade Four, page 9 In Quarter 4, continue to monitor and assess your guided reading and word study groups, shifting groups as students grow and develop. In addition, continually shift your small conferring groups. The core writing unit for this quarter is Literary Essays: Writing About Reading. The core reading unit should be centered on synthesizing all that students have learned this year about being critical readers. Teacher Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the nonfiction standards in this quarter and in every quarter can be incorporated into read alouds and shared reading in topics related to science and social science such as plant anatomy and life processes, reconstruction in the South, and Virginia’s interaction with the world.

AT A GLANCE: Language Arts Grade 4 Approx. # Topic/Focus Related SOL Links and Resources of Weeks

Teacher Choice 4 weeks 4t Teacher Choice (e.g. 4.5 b, h  A Curricular Plan for the h Interpretation Text 4 weeks Reading Workshop Unit 6: Sets) Interpretation Text Sets Q  A Curricular Plan for the Literary Essays: 4.7 a, c, e, i, j 4 weeks Writing Workshop Unit 7: u Writing About Reading 4.8 c, f, g Literary Essays 4.9 a, b, c, d, e a  A Curricular Plan for the Teacher Choice LCENG 1 4 weeks Writing Workshop Unit 6: rt (e.g. Poetry) LCENG 2 e Poetry r Integrated into Communication 4.1 d, e, g, h reading and the writing workshop

This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely reteach and reassess each skill throughout the year depending on the development of each student.

Grade Four, page 10 LANGUAGE ARTS

Pacing Guide

Grade Four English/Language Arts SOL Pacing Guide – 4th Grade 1st Quarter

Oral Language Reading Writing 4.1 The student will use effective oral 4.4 The student will expand vocabulary when 4.7 The student will write cohesively for a communication skills in a variety of settings. reading. variety of purposes. a. Present accurate directions to individuals a. Use context to clarify meanings of a. Identify the intended audience. and small groups. unfamiliar words. b. Focus on one aspect of a topic. b. Contribute to group discussions across c. Use word-reference materials, including c. Use a variety of pre-writing content areas. the glossary, dictionary, and thesaurus. strategies. c. Seek ideas and opinions of others. j. Revise writing for clarity of f. Communicate new ideas to others. 4.5 The student will read and demonstrate content using specific vocabulary and h. Demonstrate the ability to work comprehension of fictional texts, narrative information. independently. nonfiction texts, and poetry. e. Identify the problem and solution. 4.8 The student will edit writing for correct f. Describe the relationship between text and grammar, capitalization, spelling, previously read materials. punctuation, sentence structure, and i. Make, confirm, or revise predictions. paragraphing. l. Read with fluency and accuracy. a. Use subject-verb agreement. a.i.1.a.i.1.d. Use noun-pronoun 4.6 The student will read and demonstrate agreement. comprehension of nonfiction texts. a.i.1.a.i.1.g. Use correct spelling for b. Formulate questions that might be frequently used words, including answered in the selection. common homophones. h. Distinguish between fact and opinion. i. Use prior knowledge and build additional LC ENG 1 background knowledge as context for new Use developmentally appropriate sound, pattern learning. and/or meaning units to spell in written work. l. Read with fluency and accuracy. LC ENG 2 Use developmentally appropriate sound, pattern and/or meaning units to spell in isolation.

Grade Four, page 12 English/Language Arts SOL Pacing Guide – 4th Grade 2nd Quarter

Oral Language Reading Writing 4.1 The student will use effective oral 4.4 The student will expand vocabulary when 4.7 The student will write cohesively for a communication skills in a variety of settings. reading. variety of purposes. h. Demonstrate the ability to work b. Use knowledge of roots, affixes, a. Identify intended audience. independently. synonyms, antonyms, and homophones. c. Use a variety of pre-writing strategies. d. Develop vocabulary by listening to d. Organize writing to convey a central idea. 4.2 The student will make and listen to oral and reading a variety of texts. f. Write a clear topic sentence focusing on the presentations and reports. main idea. b. Listen to and record information. 4.5 The student will read and demonstrate g. Write two or more related paragraphs on the c. Organize information for clarity. comprehension of fictional texts, narrative same topic. d. Use language and style appropriate to the nonfiction texts, and poetry. j. Revise writing for clarity of content using audience, topic, and purpose. c. Identify the main idea. specific vocabulary and information. d. Summarize supporting details. k. Include supporting details that elaborate the g. Identify sensory words. main idea. 4.8 The student will edit writing for correct 4.6 The student will read and demonstrate grammar, capitalization, spelling, punctuation, comprehension of nonfiction texts. sentence structure, and paragraphing. a. Use text structures, such as type, e. Use commas in series, dates, and addresses. headings, and graphics, predict and g. Use correct spelling for frequently used categorize information in both print and words, including common homophones. digital texts. d. Identify the main idea. LC ENG 1 e. Summarize supporting details. Use developmentally appropriate sound, pattern j. Identify new information gained and/or meaning units to spell in written work. from reading. LC ENG 2 Use developmentally appropriate sound, pattern and/or meaning units to spell in isolation.

Grade Four, page 13 English/Language Arts SOL Pacing Guide – 4th Grade 3rd Quarter

Oral Language Reading Writing 4.1 The student will use effective oral 4.4 The student will expand vocabulary when 4.7 The student will write cohesively for a communication skills in a variety of reading. variety of purposes. settings. e. Use vocabulary from other content areas. a. Identify intended audience. h. Demonstrate the ability to work c. Use a variety of pre-writing independently. 4.5 The student will read and demonstrate strategies. comprehension of fictional texts, narrative h. Use transition words for sentence 4.2 The student will make and listen to oral nonfiction texts, and poetry. variety. presentations and reports. a. Explain the author’s purpose. j. Revise writing for clarity of a. Use subject-related information and j. Identify cause and effect relationships. content using specific vocabulary and vocabulary. k. Use reading strategies throughout the information. reading process to monitor comprehension. 4.3 The student will learn how media 4.8 The student will edit writing for correct messages are constructed and for what 4.6 The student will read and demonstrate grammar, capitalization, spelling, purposes. comprehension of nonfiction texts. punctuation, sentence structure, and a. Differentiate between auditory, c. Explain the author’s purpose. paragraphing. visual, and written media messages. g. Distinguish between cause and effect. b. Include prepositional phrases. b. Identify the characteristics of k. Use reading strategies throughout the g. Use correct spelling for frequently various media messages. reading process to monitor comprehension. used words, including common homophones. h. Use singular possessives.

LC ENG 1 Use developmentally appropriate sound, pattern and/or meaning units to spell in written work.

LC ENG 2 Use developmentally appropriate sound, pattern and/or meaning units to spell in isolation.

Grade Four, page 14 (Continued on next page)English/Language Arts SOL Pacing Guide – 4th Grade 3rd Quarter (continued)

Oral Language Reading Writing

Research

4.9 The student will demonstrate comprehension of information resources to research a topic. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to organize, evaluate, and communicate information. d. Give credit to sources used in research. e. Understand the difference between plagiarism and using own words.

Grade Four, page 15 English/Language Arts SOL Pacing Guide – 4th Grade 4th Quarter

Oral Language Reading Writing 4.1 The student will use effective oral 4.5 The student will read and demonstrate 4.7 The student will write cohesively for a communication skills in a variety of comprehension of fictional texts, narrative variety of purposes. settings. nonfiction texts, and poetry. a. Identify intended audience. d. Use evidence to support opinions. b. Describe how the choice of language, c. Use a variety of pre-writing e. Use grammatically correct language and setting, characters, and information strategies. specific vocabulary to communicate contributes to the author’s purpose. e. Recognize different modes of ideas. h. Draw conclusions/make inferences about writing have different patterns of g. Demonstrate the ability to collaborate text. organization. with diverse teams. i. Utilize elements of style, h. Demonstrate the ability to work 4.6 The student will read and demonstrate including word choice and sentence independently. comprehension of nonfiction texts. variation. f. Draw conclusions and make simple j. Revise writing for clarity of inferences using textual information as content using specific vocabulary and support. information.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. c. Eliminate double negatives. f. Incorporate adjectives and adverbs. g. Use correct spelling for frequently used words, including common homophones.

LC ENG 1 Use developmentally appropriate sound, pattern and/or meaning units to spell in written work.

LC ENG 2 Use developmentally appropriate sound, pattern and/or meaning units to spell in isolation. (Continued on next page)

Grade Four, page 16 Grade Four, page 17 English/Language Arts SOL Pacing Guide – 4th Grade 4th Quarter (continued)

Oral Language Reading Writing

Research

4.9 The student will demonstrate comprehension of information resources to research a topic. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to organize, evaluate, and communicate information. d. Give credit to sources used in research. e. Understand the difference between plagiarism and using own words.

VDOE Curriculum Framework

Grade Four FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4 At the fourth-grade level, students will apply oral communication skills to participate in discussions about learning and take part in collaborative learning projects. In order to be contributing participants in discussions, students must apply the skills involved in effectively communicating ideas and opinions, including skills such as actively listening to others and constructively agreeing or disagreeing with them. While using grammatically correct language and specific vocabulary, students will learn how to present information succinctly and confidently in oral presentations.

4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams. h) Demonstrate the ability to work independently.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will All students should To be successful with this standard, students are expected to continue to develop the skills needed to participate effectively in participate in a range of discussions building on others’ ideas and clearly communicate in a variety of settings. discussions by: expressing their own (e.g., one-on-one, in groups, teacher-led). Students will strengthen their communication skills  asking clarifying give accurate directions by: by contributing to individual and small-group questions;  identifying the information needed by the listener; discussions, seeking the ideas and opinions of others  providing  organizing and sequencing the information in a logical way; and beginning to use evidence to support their own explanations; when personal opinions. necessary;  explaining or defining any terms that might be unfamiliar to the listener;  articulating the information in a clear, organized manner; and Students will also refine the skill of conveying  reflecting on the ideas and opinions of  making connections to previous common knowledge of a group of accurate directions to individuals or small groups in listeners. such a way that others can follow the directions. others; and Emphasis will be on directions for doing things that  supporting participate in a variety of partner and/or group discussions by: have a natural sequence or organization. opinions with examples  following rules for discussions and assigned partner or group roles; and details.  offering comments that are relevant to the topic of discussion; demonstrate an ability to work  asking appropriate questions to solicit knowledge and opinions of independently and in small groups. others;  supporting opinions with appropriate examples and details;  identifying reasons and evidence a speaker provides to support particular points;

Grade Four, page 20 FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams. h) Demonstrate the ability to work independently.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS  communicating new ideas to others;  responding to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others;  reviewing key ideas expressed in discussions and explaining their own ideas and understanding;  distinguishing fact from opinion;  avoiding hindering the progress of the discussion (learning not to interrupt);  taking turns speaking during a discussion;  maintaining appropriate eye contact and attentive body language while listening; and  respecting the comments of others, especially if the comments express opinions that are different from one’s own. use grammatically correct language. use specific vocabulary to enhance oral communication. work independently and with diverse teams in a variety of settings.

Grade Four, page 21 FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4 4.2 The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary. b) Listen to and record information. c) Organize information for clarity. d) Use language and style appropriate to the audience, topic, and purpose.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will make All students should To be successful with this standard, students are expected to formal oral presentations. apply basic patterns of organization make oral presentations and reports by: Students will organize information to make class when preparing an oral  reporting on a topic or text, telling a story, or recounting an experience presentations and reports. presentation. in an organized manner, using specific vocabulary, appropriate facts and descriptive details to support main ideas or themes; Students will listen and take notes from other develop the skills necessary for students’ presentations. active listening.  organizing information around a central idea with supporting details and using specific vocabulary;  organizing information for clarity;  speaking clearly, using appropriate voice level and speaking rate;  differentiating formal and informal language and style when appropriate to task and situation (e.g., presentations, small-group discussions);  selecting words and phrases to convey precise ideas;  using voice inflection for effect; and  adding visual displays to presentations when appropriate to enhance development of theme and/or main ideas. use active listening skills by: looking at the speaker; thinking about the main points the speaker is making; and taking notes.

4.3 The student will learn how media messages are constructed and for what purposes. a) Differentiate between auditory, visual, and written media messages. b) Identify the characteristics of various media messages.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will learn All students should To be successful with this standard, students are expected to

Grade Four, page 22 FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4 4.3 The student will learn how media messages are constructed and for what purposes. a) Differentiate between auditory, visual, and written media messages. b) Identify the characteristics of various media messages.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS that media messages are constructed for a purpose.  identify attributes of a  access media messages and identify what types of media are used. Students will examine the following: constructed message (i.e.,  Audience (Who is the person or persons audience and purpose). meant to see the message?)  Purpose (Why is the message being sent – is it meant to persuade, inform, entertain, sell, or a combination of these?) Auditory media can be heard (e.g., music, radio, speeches, video, etc.). Visual media can be viewed (e.g., television, video, Web-based materials, etc.). Written media includes text (e.g., newspapers, magazines, books, advertising, etc.).

Grade Four, page 23 FOCUS STRAND: READING GRADE LEVEL 4

At the fourth-grade level, students will build on their reading and reading comprehension skills. They will continue to develop fluency as they use strategies such as word analysis, use of context clues, and the making of inferences to gain meaning from text. Students will use reading strategies before, during, and after reading to develop and demonstrate comprehension. The use of graphic organizers will facilitate students’ understanding of text organization and will help them summarize and draw conclusions from fiction and nonfiction text. Students will read widely from content-area and nonfiction texts. They will also collect information from a variety of resources in order to acquire additional knowledge about a topic. They will construct questions about their topic, gather information, and synthesize the information for use in their oral presentations and writings.

4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will All students should To be successful with this standard, students are expected to continue to build vocabulary by applying their use the content and structure of a use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., knowledge of word structure and context clues to sentence, paragraph, or reading definitions, examples, or restatements of text). determine the meanings of unfamiliar words. selection to help determine the use clues in the context of a sentence, paragraph, or reading selection to predict Students will use combined knowledge of all letter- meaning of an unfamiliar word. and explain the meanings of words that have more than one definition. sound correspondences, syllabication patterns, use a variety of strategies and word roots, and affixes to read accurately multisyllabic use their knowledge of affixes (prefixes and suffixes) to read and understand the recognition skills to support words. meanings of words. comprehension. Affixes are added to root words to form new words use their knowledge of synonyms (words with similar meanings) and antonyms know the type of information found (e.g., prefixes, suffixes). (words with opposite meanings) to understand the meanings of unfamiliar in word reference materials such as words. Prefixes are added to the front of the root (e.g., a glossary, dictionary, and like→dislike). thesaurus. derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), Suffixes are added to the end of the root (e.g., such as read/red, no/know, hear/here. short→shorten). use context to select the applicable definition of a word from a glossary or Homophones are words that are pronounced the dictionary. same and have different meanings regardless of their spelling (e.g., principle/ principal, identify and consult the word-reference material(s), including the glossary, prince/prints). dictionary, and thesaurus, most likely to contain needed information to clarify word meaning. Grade Four, page 24 FOCUS STRAND: READING GRADE LEVEL 4 4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS Antonyms are opposites (e.g., off/on, fast/slow). develop vocabulary by listening to and reading a variety of texts. Synonyms are words that have similar meanings determine the meaning of general academic and content-specific words or (e.g., small, little, tiny). phrases in a text. Students will use word-reference materials to learn study word meanings across content areas. new words. Students will use vocabulary from content areas.

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will All students should To be successful with this standard, students are expected to continue to read and comprehend fictional texts, develop a variety of explain the author’s purpose (e.g., to entertain, inform, or persuade). narrative nonfiction texts, and poetry. comprehension strategies. Grade Four, page 25 FOCUS STRAND: READING GRADE LEVEL 4 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS Narrative nonfiction is a retelling in story format read a variety of fictional texts, describe how the choice of language, setting, characters, details, and other about real people, animals, places or events. It narrative nonfiction texts, and information contribute to the author’s purpose. contains facts and is usually in chronological order poetry. describe in depth a character, setting, or event drawing on specific details from (e.g., autobiographies and biographies). explain events, procedures, ideas, the text (e.g., words, actions, or a character’s thoughts). Students will also learn how authors craft their or concepts in fictional texts, understand that narrative nonfiction is a story based on facts. purpose and message by the choice of language, narrative nonfiction texts, and setting, characters, and specific information. poetry, including what happened identify the facts contained in a piece of narrative nonfiction. and why, based on specific Students will demonstrate comprehension of a identify the main idea or theme of a text and summarize using supporting information in the text. selection by using before-, during-, and after- details. reading strategies (e.g., using graphic organizers, identify the problem (conflict) and solution. question generation, and summarization). discuss the similarities and differences between text and previously read Students will learn how to identify major events and materials (e.g., similar themes and topics, patterns of events). supporting details. make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific Students will identify sensory words and describe descriptions and directions in the text. the effect those particular words have on the reader. Students will use reading strategies throughout the identify sensory words that describe sights, sounds, smells, and tastes, and reading process to monitor comprehension. describe how they make the reader feel. Strategies include:  draw conclusions/make inferences about refer to details and examples in a text when explaining what the text says, Grade Four, page 26 FOCUS STRAND: READING GRADE LEVEL 4 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS text; and drawing conclusions/making inferences from text.  make, confirm, and revise ongoing predictions. identify cause and effect relationships. To determine a student’s functional reading level make, confirm, or revise predictions. for a specific text consider these word accuracy read familiar text with fluency, accuracy, and prosody. rates from Virginia’s Phonological Awareness Literacy Screening (PALS): read with sufficient accuracy and fluency to support comprehension.  independent level – 98-100% accuracy, or become aware of when they do not understand, (e.g., by reflecting upon and about two of every 100 words misread; learning to articulate what exactly is causing difficulty). student reads independently with little or no instructional support, and comprehension is strong.  instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored.  frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or

Grade Four, page 27 FOCUS STRAND: READING GRADE LEVEL 4 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS her comprehension will be affected. Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension.

Fall Midyear Spring Percentile WCPM WCPM WCPM 90 145 166 180 75 119 139 152 50 94 112 123 Hasbrouck, J.E., & Tindal, G.A., 2006 The table above presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for fourth-grade students reading fourth- grade text:

 When fully developed, reading fluency refers to a level of accuracy and rate where

Grade Four, page 28 FOCUS STRAND: READING GRADE LEVEL 4 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*

Grade Four, page 29 FOCUS STRAND: READING GRADE LEVEL 4 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will read All students should To be successful with this standard, students are expected to and demonstrate comprehension of nonfiction texts summarize key details of use text features, such as special type styles (e.g., boldfaced, italics) and color, across the curriculum, including age-appropriate informational texts, connecting captions under pictures and graphics, and headings of sections and chapters, to materials that reflect the Virginia Standards of new information to prior predict and categorize information in both print and digital texts. Learning in English, history and social science, knowledge. science, and mathematics. understand how written text and accompanying illustrations connect to convey identify and use text structures, meaning (e.g., charts, graphs, diagrams, timelines, animations). Students will demonstrate comprehension of a such as headings, paragraphs, and selection by using before-, during-, and after- generate questions to guide reading of text. format, to preview a text and make reading strategies (e.g., using graphic organizers, predictions in order to comprehend. explain author’s purpose (e.g., to entertain, persuade, inform). question generation, and summarization). actively ask questions, visualize, identify the main idea and supporting details within a selection summarizing the Before reading, students use text structures to make connections, and predict as text by using tools such as graphic organizers, outlining, and notes. predict and categorize information. they read. combine information from various places in the text to draw a conclusion. During reading, students formulate questions and make and revise ongoing predictions and inferences, make simple inferences, using information from the text. using given information. identify cause and effect relationships. After reading, students confirm or dismiss previous predictions and inferences. Students also summarize distinguish between fact and opinion. content by identifying important ideas and apply prior knowledge to make predictions and to describe the relationship providing details. between content and previously learned concepts.

Grade Four, page 30 FOCUS STRAND: READING GRADE LEVEL 4 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS Teachers should provide opportunities for students identify new information learned from reading. to make connections between what they read in the read familiar text with fluency, accuracy, and expression. selection and their prior knowledge. become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).

Grade Four, page 31 FOCUS STRAND: WRITING GRADE LEVEL 4

At the fourth-grade level, students will develop and build their writing skills by writing effective narratives and explanations. They will use the writing skills of selecting and narrowing a topic, developing a plan for writing, and organizing information into several paragraphs with a central idea and supporting details. The instructional focus will include an emphasis on written expression. Revising and editing for correct sentence formation, grammar, capitalization, punctuation, and spelling will continue to be important skills at this grade level. Students will also use available technology to write their narratives and explanations.

4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will apply All students should To be successful with this standard, students are expected to their knowledge of a writing process and the domains demonstrate the capacity to apply knowledge of the writing domains of composing, written expression, and of writing to write for a variety of purposes. generate, focus, and organize usage/mechanics. Two important modes for writing are: ideas for writing. produce clear and coherent writing in which the development and organization Informative/explanatory – students write revise the language, are appropriate to purpose and audience. informative/explanatory texts to examine a organization, and content of a topic and convey ideas and information recognize different modes of writing have different patterns of organization piece of writing for a specific clearly. informative/explanatory purpose. Narrative – students write narrative to  clearly introduce a topic and group related information in develop real or imagined experiences or events paragraphs using descriptive details, and clear event  use facts, definitions, opinions, quotations, details, or other sequences. examples and information to develop the topic The three domains of writing are

Grade Four, page 32 FOCUS STRAND: WRITING GRADE LEVEL 4 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS composing – the structuring and elaborating a  use specific vocabulary to inform and explain the topic; and writer does to construct an effective message  provide a concluding statement or section related to the topic for readers (e.g., staying on topic; beginning, narrative middle, and end);  organize an event sequence that unfolds naturally written expression – those features that show the  use transition words and phrases for sentence variety and to manage writer purposefully shaping and controlling the sequence of events language to affect readers (e.g., specific  use specific vocabulary, words, and phrases to convey experiences vocabulary, descriptive words, tone/voice); and events and  provide a conclusion usage/mechanics – the features that cause create a plan and organize thoughts to convey a central idea before writing. written language to be acceptable and effective for standard discourse (e.g., spelling, use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, punctuation, capitalization, grammar). and using graphic organizers). Transition words and phrases provide organization to focus, organize, and elaborate to construct an effective cohesive message for the student writing by improving the connections between reader. thoughts. Categories of transitions include, but are not write a clear topic sentence focused on the main idea. limited to: purposefully shape and control language to affect readers.  example (e.g., that is, for example, in fact)  sequence (e.g., then, next, finally) select specific information to guide readers more purposefully through the piece.  time or location (e.g., before, meanwhile, use specific vocabulary and vivid word choice. nearby). write two or more related paragraphs on a topic. Students should have practice writing on demand, for

Grade Four, page 33 FOCUS STRAND: WRITING GRADE LEVEL 4 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS shorter time frames, and over extended periods of time. use precise language and vocabulary to explain a topic. link ideas within paragraphs using words and phrases (e.g., another, for example, since, also). include sentences of various lengths and beginnings to create a pleasant, informal rhythm.

use available reference resources (e.g., dictionary and thesaurus) as aids to revising writing for clarity. use facts and details in sentences to elaborate the main idea. use available technology to gather information and to aid in writing.

Grade Four, page 34 FOCUS STRAND: WRITING GRADE LEVEL 4 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will All students should To be successful with this standard, students are expected to understand and use the editing process. understand that grammatically apply knowledge of the writing domains of composing, written expression, and Students will demonstrate command of the correct language and mechanics usage/mechanics. conventions of standard English grammar, contribute to the meaning of use subject-verb agreement (singular nouns with singular verbs; plural nouns capitalization, punctuation, and spelling in writing writing. with plural verbs). (e.g., correct capitalization, commas in series, correct spelling of frequently used words). appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase. avoid the use of double negatives. appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing. use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent). use reflexive pronouns (e.g., myself, ourselves). use commas in series, dates, and addresses. use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., “He played really well.” instead of “He played real well.”). use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). use singular possessives. use a rubric to self-assess writing.

Grade Four, page 35 FOCUS STRAND: WRITING GRADE LEVEL 4 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others.

Grade Four, page 36 FOCUS STRAND: RESEARCH GRADE LEVEL 4

At the fourth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from sources and integrate the information while avoiding plagiarism.

4.9 The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words.

UNDERSTANDING THE STANDARD ESSENTIAL ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES (Teacher Notes) UNDERSTANDINGS The intent of this standard is that students will use All students should To be successful with this standard, students are expected to information resources to locate information on a understand how information is to formulate initial questions about a topic and seek information by identifying, topic. be collected, analyzed, and locating, exploring, and effectively using a variety of sources of information. With assistance and support, students will collect organized as a part of the process recognize, organize, and record information pertinent to the topic and blend information from multiple resources including of writing a short report. ideas accurately. online, print, and media. select and use appropriate references (e.g., atlases, almanacs, and After collecting needed information, students will encyclopedias), including electronic resources. learn to evaluate and synthesize the information to use in their oral reports or writings. identify key terms to use in searching for information. Plagiarism is using someone else’s ideas or words skim to find information related to a topic. without giving credit. select information that is related to their topic. evaluate and combine (synthesize) related information from two or more sources. use available technology to gather, organize, evaluate, and communicate information. give credit to sources used in research.

VDOE Grammar Skills Progression Chart

Grade Four Grade Four, page 39 Grade Four, page 40