CC-ReadingEssentials-Grade4

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Comprehensive

Curriculum

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Cecil J. Picard

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Grade 4 Reading Essentials

Table of Contents

Unit 1...1

Unit 2...5

Unit 3...8

Unit 4...11

Unit 5...14

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Unit 1

Time Frame: Approximately five weeks

Unit Description

The focus in fourth grade is introducing the three layers of the English language. This unit introduces the Anglo-Saxon layer of English words. This unit also reviews standard English usage, punctuation and capitalization, and parts of speech taught in third grade.

Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmark(s)

04. Adjust speed of reading to accomplish purpose based on text complexity (ELA-1-E3)

09. Increase oral and silent reading fluency and accuracy with grade-appropriate texts (ELA-1-E7)

10. Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade text with appropriate pacing, intonation, and expression (ELA-1-E7) 27. Write legibly in standard cursive or printed form, indenting paragraphs

appropriately, using standard margins, and demonstrating fluency (ELA-3-E1) 29. Capitalize greetings, titles of respect, and titles of books, articles, chapters,

movies, and songs (ELA-3-E2)

30b. Write using standard English structure and usage, including avoiding writing with sentence fragments and run-on sentences (ELA-3-E3)

31c. Apply knowledge of parts of speech in writing, including identifying and using verb tenses correctly, including present perfect, past perfect, and future perfect (ELA-3-E4)

31d. Apply knowledge of parts of speech in writing, including using grade-appropriate irregular verb tenses correctly (ELA-3-E4)

33. Alphabetize to the fourth and fifth letters (ELA-3-E5)

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Sample Activities

Daily phonics lessons should include two or more of the tasks from each of the following activity lists. All activities should be addressed at least once within the unit.

Activity List 1: Word Derivation (GLE: 47)

 Teacherintroduces the Anglo Saxon layer of language. Anglo-Saxon based words (also known as Old English words) are the oldest words and generally the oddest spellings. These are words that were used by common people, such as hunters and farmers. They generally are short, and sometimes they are compound words. Characteristics of Anglo-Saxon words are as follows:

o They have double -s, -f, -l at the end (kiss, hill, sniff).

o They have silent letter combinations kn, gn, mb, wr, gh (gh at the beginning and end of words and in vowel spellings).

o Vowels are spelled with two vowels representing one sound, known as double vowels.

o They include diphthongs, digraphs th, wh, ch, th, and trigraphs tch and dge.

 Students identify characteristics of Anglo-Saxon words in word lists provided by the teacher. They look for Anglo-Saxon words in their textbooks and check the dictionary or other source to find if the words are of Anglo-Saxon origin.

Activity List 2: Alphabetizing (GLE: 33)

 Students alphabetize word lists to the fourth letter.

Activity List 3: Fluency (GLEs: 04, 09, 10)

 Students orally read a passage from a grade-appropriate text.

 For this unit, Grade 4 students should read between 99-125 words correct per minute in connected text with 95% accuracy.

Activity List 4: Letter Formation (GLE: 27)

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Activity List 5: Standard English Usage (GLEs: 30b, 31c, 31d)

 Teacher reviews run-on sentences. Studentsidentify run-on sentences and correct them by making smaller sentences.

 Teacher reviews regular present, past, and future verb tenses. Students identify verb tenses in word lists and sentences. Students write the two other verb tenses for verbs provided by the teacher.

 Teacher reviews past tense irregular of verbs. Students correct incorrect usage in sentences provided by the teacher. Students write the past tense for each verb in a list of words.

 Teacher reviews subject-verb agreement in sentences with simple and compound subjects and predicates. Studentscorrect incorrect subject-verb agreement in sentences provided by the teacher.

 Teacher reviews the difference between first-, second-, and third-person

pronouns. Students identify first-, second-, and third-person pronouns in a list of words, in sentences, in passages provided by the teacher, and in texts.

Activity List 6: Punctuation and Capitalization (GLE: 29)

 Teacher reviews capitalizing the first word in direct quotations. Students correct incorrect capitalization in sentences provided by the teacher. Students use correct capitalization in dictated sentences.

 Teacher reviews capitalizing proper adjectives. Students correct incorrect capitalization in sentences provided by the teacher. Students use correct capitalization in dictated sentences.

 Teacher reviews using commas to separate phrases in a series. Students correct incorrect punctuation in sentences provided by the teacher. Students use correct punctuation in dictated sentences.

 Teacherreviews using commas to separate parts of addresses. Students correct incorrect punctuation in sentences provided by the teacher. Students use correct punctuation in dictated sentences.

 Teacher reviews capitalizing the first word of a greeting in a friendly letter. Students use capitalization properly in greetings in friendly letters.

Activity List 7: Parts of Speech (GLEs: 31c, 31d)

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Sample Assessments

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

Written Products

 Writing samples of letters

 Writing samples of words

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Unit 2

Time Frame: Approximately six weeks

The Latin layer of the English language is introduced in this unit. Students learn the difference between active and passive voice with regard to verbs. They practice using the apostrophe in singular possessive nouns.

Unit 2Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks

01. Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA-1-E1)

02. Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1)

30a. Write using standard English structure and usage, including using active and passive voices of verbs (ELA-3-E3)

31a. Apply knowledge of parts of speech in writing, including selecting and using common interjections (ELA-3-E4)

32. Use knowledge of root words, affixes, and syllable constructions to spell words (ELA-3-E5)

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Activity List 1: Word Derivation (GLEs: 01, 02, 32)

 Teacher introduces the Latin layer of the English language. Latin-based words have a root and one or more affixes. Most of the time roots in Latin-based words cannot stand alone. Latin roots have simple vowel spellings, generally one letter representing a short vowel, or they have a VCe spelling. Suffixes can have difficult spellings (-tion, -ous, -ture).

 Students recognize and spell common Latin root word families that have the same root with different affixes, including:

o port (carry)—transport, export, import, portable;

o struc (build)—construct, destruct, instruct, obstruct;

o flex (bend)—reflex, flexible, inflexible; and

o scrib (to write)—prescribe, describe, scribble.

 Students describe how the word families are related in meaning and assign meaning to the prefixes. Students describe how the suffix influences the part of speech. Students identify Latin-based words in their textbooks.

 Students alphabetize word lists to the fourth letter.

 For this unit, Grade 4, students should read between 99-125 words correct per minute in connected text with 95% accuracy.

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Activity List 5: Standard English Usage (GLEs: 30a, 31c)

 Teacherintroduces the difference between active and passive voice in verbs. Students identify active and passive verbs in sentences and in their texts. Students learn to write a sentence using a verb in the active voice and change it to the passive voice.

Activity List 6: Punctuation and Capitalization (GLEs: 29, 31a)

 Teacher reviews the correct use of apostrophes in singular possessive nouns. Students identify the difference between contractions and singular possessives in word lists and sentences provided by the teacher. Students rewrite sentences with phrases such as “of the girl” using the singular possessive form.

Activity List 7: Parts of Speech (GLE: 31a)

 Teacher introduces the use of interjections, including hi, yes, no, please, sorry, ow, wow, oops, hush, OK. Students identify parts of speech in word lists and sentences provided by the teacher.

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Unit 3

The Latin layer of the English language continues to be explored in this unit. Students practice using the apostrophe in plural possessive nouns. They learn to capitalize titles of respect. They learn to identify transitive and intransitive verbs.

appropriately, using standard margins, and demonstrating fluency (ELA-3-E1) 28. Use standard English punctuation, including apostrophes in contractions and in

the possessive case of singular and plural nouns (ELA-3-E2)

29. Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2)

31b. Apply knowledge of parts of speech in writing, including identifying and using transitive and intransitive verbs correctly (ELA-3-E4)

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Activity List 1: Word Derivation (GLEs: 01, 02, 33)

 Studentscontinue exploring the Latin layer of language. Students recognize and spell common Latin root word families that use the same root with different affixes, including:

o spec (to look—inspect, spectacles, spectator, prospect;

o val (worth)—value, valuable, evaluate, overvalue;

o rupt (break)—rupture, interrupt, disrupt, erupt; and

o dict (say or write)—dictator, dictionary, predict, dictate.

 Students describe how the word families are related in meaning and assign meaning to the prefixes. They describe how the suffix influences the part of speech. Studentsidentify Latin-based words in their textbooks.

 Studentsalphabetize word lists to the fifth letter.

 Studentsorally read a passage from a grade-appropriate text. For this unit, Grade 4, students should read between 112-133 words correct per minute in connected text with 95% accuracy.

 Students practice writing legibly in cursive form, indenting paragraphs appropriately, using standard margins, and demonstrating fluency.

Activity List 5: Standard English Usage (GLE: 28)

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 Teacherintroduces capitalizing titles of respect (Mr., Mrs., Miss, Ms., Sir). Studentscorrect incorrect capitalization in sentences provided by the teacher. Studentsuse correct capitalization in sentences dictated by the teacher.

Activity List 7: Parts of Speech (GLE: 31b)

 Teacher introduces transitive and intransitive verbs. Students identify transitive verbs and their objects in sentences. Students identify intransitive verbs in sentences. Students identify which words in a list are transitive and intransitive, and they prove their answer by using the verbs in sentences that have objects for transitive verbs and do not have objects for intransitive verbs.

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Unit 4

The Latin layer of the English language continues to be explored in this unit. Students learn to capitalize titles of books, articles, chapters, movies, and songs. They learn to identify present perfect verb tense.

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Activity List 1: Word Derivation (GLEs: 01, 02)

 Students continue exploring the Latin layer of the English language. They recognize and spell common Latin root word families that have the same root with different affixes, including:

o tract (drag)—subtract, distract, traction, tractor;

o vis (see)—vision, invisible, visible, vista;

o cap (take)—capture, captivate, captive; and

o cred (believe)—credit, discredit, credible, incredible.

 Students describe how the word families are related in meaning and assign meaning to the prefixes. Students describe how the suffix influences the part of speech. Studentsidentify Latin-based words in their textbooks.

 Students alphabetize word lists to the fifth letter.

 Students practice writing legibly in cursive form, indenting paragraphs appropriately, using standard margins, and demonstrating fluency.

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Activity List 6: Parts of Speech (GLEs: 30a, 31c, 31d)

 Teacher introduces the present perfect verb tense. Students identify the present perfect tense in sentences provided by the teacher. They create their own sentences using the present perfect tense.

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Unit 5

Time Frame: Approximately four weeks

The Greek layer of the English language is introduced in this unit. Students identify and use the past perfect and future perfect verb tenses.

Unit 5Grade-Level Expectations (GLEs)

appropriately, using standard margins, and demonstrating fluency (ELA-3-E1) 30a. Write using standard English structure and usage, including using active and

passive voices of verbs (ELA-3-E3)

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Activity List 1: Word Derivation (GLEs: 01, 02)

 Teacher introduces the Greek layer of the English language. Greek-based words are generally combining forms, and generally neither part of the word can stand alone. Greek words are often scientific or technical, and they are sometimes related to music. Teacher reminds students that spellings include /f/ spelled ph, /k/ spelled ch, long and short /i/ spelled y. Students recognize and spell words made of Greek combining forms, including:

o tele (far away);

o phone (sound);

o scope (see, look);

o auto (self);

o graph (write, draw); and

o photo (light).

 Students recognize the meaning of the Greek combining forms and tell how the meaning of each part of the word influences the meaning of the word. Students look for Greek-based words in their textbooks.

 Students alphabetize word lists to the fifth letter.

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Activity 5: Parts of Speech (GLEs: 30a, 31c, 31d)

 Teacher introduces past perfect verb tense and future perfect verb tense. Students recognize the past perfect and future perfect tenses in sentences provided by the teacher. Students use the past perfect and future perfect tenses in sentences they create.

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Unit 6

In this unit, instruction in previously taught phonics concepts and skills is ongoing, with concepts becoming more comprehensive and complex. During this unit, the teacher should continue to teach the lessons, reviewing and practicing all concepts taught to date. The teacher should continue to provide instruction to students who have not mastered the activities in previous units with small group intervention. This unit culminates in activities that measure whether the student has mastered the skills listed in the Louisiana grade-level expectations for fourth grade.

30b. Write using standard English structure and usage, including avoiding writing with sentence fragments and run-on sentences (ELA-3-E3)

31a. Apply knowledge of parts of speech in writing, including selecting and using common interjections appropriately (ELA-3-E4)

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33. Alphabetize to the fourth and fifth letters (ELA-3-E5)

 Students read a passage of at least 500 words from a grade-level text.

 Students routinely write legibly in cursive form, indenting paragraphs appropriately, using standard margins, and demonstrating fluency.

Activity List 3: Word Derivations (GLEs: 01, 02)

 Students recognize and spell Greek combining forms and identify word parts with their meanings, including the following:

o tele (far away); o phone (sound); o scope (see, look); o auto (self);

o graph (write, draw); and o photo (light).

 Students recognize and spell common Latin root word families that have the same root with different affixes and identify word parts, including the following:

o port (carry)—transport, export, import, portable;

o struc (build)—construct, destruct, instruct, obstruct;

o flex (bend a muscle)—reflex, flexible, inflexible;

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o rupt (break)—rupture, interrupt, disrupt, erupt;

o dict (say or write)—dictator, dictionary, predict, dictate;

o tract (drag)—subtract, distract, traction, tractor;

o vis (see)—vision, invisible, visible, vista;

o cap (take)—capture, captivate, captive; and

o cred (believe)—credit, discredit, credible, incredible.

 Students recognize and spell Anglo-Saxon words that are words that would have been used by common people, such as hunters and farmers; are short; and

o have double -f, -s, -l at the end (kiss, hill, sniff);

o have silent letter combinations kn, mb, wr, gn, gh (beginning), gh

(ending); (knee, know, lamb, write, wrist, gnat, gnash, ghost, cough); and

o begin with wh (why, what, where, when, which).

Activity 4: Alphabetizing(GLE: 33)

 Students alphabetize a list of fifteen words to the fourth letter.

 Students alphabetize a list of fifteen words to the fifth letter.

Activity 5: Punctuation and Capitalization (GLE: 29)

 Students demonstrate correct punctuation of singular and plural possessive nouns.

 Students capitalize greetings.

 Students capitalize titles of respect.

 Students capitalize titles of books, articles, chapters, movies, and songs.

Activity 6: Standard English Structure (GLEs: 30a, 30b)

 Students identify and use active voice (washed) and passive voice (was washed) of verbs.

 Students routinely write without sentence fragments.

 Studentsroutinely write without run-on sentences.

Activity 7: Parts of Speech (GLEs: 30a, 31a, 31b, 31c)

 Students identify, select, and use common interjections: hi, sorry, please, oh, OK, yes, no, thanks, oops, hush, wow.

 Students identify and use transitive verbs (take an object—borrowed) and intransitive verbs (do not take an object—snore).

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 Writing samples of sentences