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Bullitt County Public Schools |
| Foundation for Reading |
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Kentucky Department of Education Program of Studies English Language Arts Fourth Grade 108 Big Idea: Forming a Foundation (Reading) Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. Grade 4 Enduring Knowledge Understandings Students will understand that knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help determine unfamiliar words while reading. fluency involves reading orally and silently with speed, accuracy, and proper phrasing and expression, while attending to text features (e.g., punctuation, italics). developing breadth of vocabulary improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the readers vocabulary, the easier it is to make sense of text. many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text. Grade 4 Skills and Concepts Students will read high-frequency/grade-appropriate words with automaticity in connected text; read multisyllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and identify the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts apply context and self-correction strategies while reading read grade-appropriate material--orally and silently--with accuracy and fluency use a variety of reading strategies to understand vocabulary and texts: o formulate questions to guide reading (before, during and after reading) o apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages o apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension o identify syllables and parts of words (e.g., prefixes, suffixes, base words); apply the meanings of common prefixes or suffixes to comprehend unfamiliar words o describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows) o scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage use resources (e.g., dictionaries, glossaries, thesauruses) to determine correct spellings of words, to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary |
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RD-04-1.0.1 Word Recognition
The learner will be able to apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2.
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RD-04-1.0.2 Synonyms, Antonyms,Compound
The learner will be able to apply knowledge of synonyms, antonyms, or compound words for comprehension. DOK 2.
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RD-04-1.0.3 Multiple Meanings
The learner will be able to know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2.
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RD-04-1.0.4 Prefixes and Suffixes
The learner will be able to apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2.
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RD-04-1.0.5 Capitalization and Punctuati
The learner will be able to identify the purpose of capitalization, punctuation, boldface type, italics, or indentations to make meaning of the text. DOK 1.
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RD-04-1.0.6 Formulating Questions
The learner will be able to formulate questions to guide reading. DOK 2.
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RD-04-1.0.7 Scanning
The learner will be able to scan to find key information. DOK 1.
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RD-04-1.0.8 Skimming
The learner will be able to skim to get the general meaning of a passage. DOK 1.
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| Initial Understanding |
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Kentucky Department of Education Program of Studies English Language Arts Fourth Grade 109 Big Idea: Developing an Initial Understanding (Reading) Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. Grade 4 Enduring Knowledge Understandings Students will understand that reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures. different purposes to read include reading to acquire new information and reading for personal fulfillment. the use of comprehension strategies greatly enhances understanding of text. Among these texts include fiction, non-fiction, classic and contemporary works. different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitates the readers ability to make meaning of the text. |
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RD-04-2.0.1 Fiction, Non-Fiction, Poetry
The learner will be able to identify and describe the characteristics of fiction, nonfiction, poetry, or plays. DOK 2.
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RD-04-2.0.2 Story Elements
The learner will be able to describe characters, plot, setting, or problem/solution of a passage. DOK 2.
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RD-04-2.0.3 Locating Key Ideas
The learner will be able to locate key ideas or information in a passage. DOK 2.
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RD-04-2.0.4 Vocabulary
The learner will be able to interpret the meaning of specialized vocabulary (words and terms specific to understanding the content). DOK 2.
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RD-04-2.0.5 Vocabulary
The learner will be able to identify and explain why the correct sequence is important. DOK 2.
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RD-04-2.6 Summarization
The learner will be able to summarize information from a passage. DOK 2.
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RD-04-2.7 Inferences and Conclusions
The learner will be able to make inferences or draw conclusions based on what is read. DOK 2.
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| Interpreting Text |
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Kentucky Department of Education Program of Studies English Language Arts Fourth Grade 111 Big Idea: Interpreting Text (Reading) Interpreting text requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific information. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. Grade 4 Enduring Knowledge Understandings Students will understand that interpretations of text involve linking information across parts of a text and determining importance of the information presented. references from texts provide evidence to support conclusions about the message, the information presented, or the authors perspective. authors make intentional choices that are designed to produce a desired effect on the reader. Grade 4 Skills and Concepts Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehension use text references to explain authors purpose, authors message, supporting evidence or logical predictions record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, webbing) demonstrate understanding of literary elements and literary passages/texts: o explain a characters actions and interpret possible motives based on a passage o identify problems and explain how conflicts are resolved o recognize authors craft as appropriate to genre (e.g., figurative language, exaggeration) demonstrate understanding of informational passages/texts: o distinguish between informative or persuasive passages o identify commonly used persuasive techniques (e.g., emotional appeal, testimonial, bandwagon, expert opinion) o use evidence/references from the text to state central/main idea and details that support them o distinguish between facts and opinions found in texts o identify information in a passage that is supported by facts o explain the purposes of text features in different types of informational texts |
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RD-04-3.0.1 Character's Actions
The learner will be able to explain a character's or speaker'sactions based on a passage. DOK 3.
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RD-04-3.0.2 Conflict Resolution
The learner will be able to explain how a conflict in a passage is resolved. DOK 3.
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RD-04-3.0.3 Purpose
The learner will be able to identify an author's purpose in a passage. DOK 2.
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RD-04-3.0.4 Main Idea
The learner will be able to identify main ideas and details that support them. DOK 2.
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RD-04-3.0.5 Fact and opinion
The learner will be able to identify fact or opinion from a passage. DOK 2.
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RD-04-3.0.6 Fact
The learner will be able to identify information in a passage that is supported by fact. DOK 2.
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RD-04-3.0.7 Author's Opinion
The learner will be able to identify an author's opinion about a subject. DOK 2.
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RD-04-3.0.8 Informative and Persuasive
The learner will be able to identify informative or persuasive passages. DOK 2.
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RD-04-3.0.9 Persuasive
The learner will be able to identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial, expert opinion) used in a passage. DOK 2.
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| Reflecting and Responding to Text |
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Kentucky Department of Education Program of Studies English Language Arts Fourth Grade 112 Big Idea: Reflecting and Responding to Text (Reading) Reflecting and responding to text requires readers to connect knowledge from the text with their own background knowledge and experience. The focus is on how the text relates to personal knowledge. Texts encompass print and non-print literary and informational texts. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. Grade 4 Enduring Knowledge Understandings Students will understand that making connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas. references from texts provide evidence of applying ideas and making text-to-self, text-to-texts, and texts-to-real world connections. reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent of human experience. Grade 4 Skills and Concepts Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections self-select texts based on personal interests generate a personal response to what is read, listened to or viewed: o relate stories or texts to prior knowledge, personal experiences, other texts, or ideas o provide text references/evidence to support connections made between text-to-self, text-totexts, or texts-to-world read a range of texts by the same author, about the same subject, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world) demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and focused discussions about texts |
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RD-04-4.0.1 Passage Connection
The learner will be able to connect information from a passage to students' lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). DOK 3.
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| Critical Stance |
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Kentucky Department of Education Program of Studies English Language Arts Fourth Grade 113 Big Idea: Demonstrating a Critical Stance (Reading) Demonstrating a critical stance requires readers to consider the text objectively in order to evaluate its quality and appropriateness. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features, such as irony, humor, and organization. Knowledge of text content and structure is important. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. Grade 4 Enduring Knowledge Understandings Students will understand that reading is a process that includes applying a variety of strategies to comprehend, interpret and evaluate texts, showing evidence of responsible interpretations of texts and examining texts critically. references from texts provide evidence to support judgments made about why and how the text was developed, considering the content, organization and form. determining the usefulness of text for a specific purpose, evaluating language and textual elements, and analyzing the authors style are all ways to critically examine texts. all citizens need to critically consider messages provided through a variety of media in order to make informed decisions. Grade 4 Skills and Concepts Students will explain how text features organize information for clarity or for usefulness identify the organizational pattern used (e.g., sentence lengths and structures, paragraphs in prose, verses in poems, sequence, description) and describe how understanding the structure helps to understand the text evaluate what is read, based on the authors word choice, sentence variety, content or use of literary elements form and support judgments/opinions about central ideas connect information within and across texts evaluate the accuracy of information presented in texts evaluate connections among evidences and inferences evaluate the quality of evidence used to support or oppose an argument analyze or evaluate the use of persuasive or propaganda techniques recognize faulty reasoning and false premises in an argument |
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RD-04-5.0.1 Evaluation
The learner will be able to evaluate what is read based on the author's word choice, content, or use of literary elements. DOK 3.
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RD-04-5.0.3 Text Features
The learner will be able to identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to answer questions about a passage. DOK 2.
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RD-04-5.0.4 Organizational Patterns
The learner will be able to identify the organizational pattern used (e.g., sequence, cause and effect, or comparison and contrast) to understand the passage. DOK 2.
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