Subject:

Bath School Department 2003 - 2007
Content Area: English Language Arts
Grade 4

Content Standard: A. Process of Reading
Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read.
Common Assessment(s):

Performance Indicators
Students will be able to:
Essential Elements
Suggested Performance Activities
Suggested Classroom Assessments Vocabulary

1. Determine the meaning of unknown words by using a dictionary, glossary, or other reference sources.

Students will apply skills in using

dictionary

glossary

thesaurus

Using literature or content books, students will be given a list of vocabulary words from chapters to:
1. Read for context clues.
2. Look up word in dictionary using guide words.
3. Find the appropriate meaning and use the word in a new sentence that shows they know the meaning.

Using a text with a glossary, teacher will select unknown words for the students to define.
Given a selected group of words in context, the student will choose appropriate resources and write the correct definition.

guide words
context clues
dictionary
vocabulary
glossary
alphabetical
thesaurus

2. Adjust reading speed to suit purpose and difficulty of the material.

Students will learn to differentiate between fiction, nonfiction, genre, and purpose for reading.

When reading a content book, student will choose and read one page. Then student will close the book and list important facts recalled. Students will discuss how the speed with which they read impacted what information was recalled.

Teacher observation using a variety of texts.

fiction
nonfiction
genre

3. Recognize when a text is primarily intended to persuade.

Students will increase their understanding of the difference between persuasive and non-persuasive writing.

When shown three or four examples from different texts, students will identify which examples are trying to persuade the reader and which are just giving factual information.

Students will determine the passage that is intended to persuade.

persuade
convince
influence

4. Select texts for enjoyment.

Students will be encouraged to select and read independently.

Students will have a "book talk" where each student will share a favorite book they have read in the past 6 months.
Students will be responsible for setting up "Book of the Week" with a visual and a brief synopsis.

Student generated list of independent books read.
Teacher observation.

.

5. Read a variety of narrative and informational texts independently and fluently.

Students will be encouraged to read a variety of genres.

Using a genre chart, students will check off each of the genres as they read them. Genres that should be covered each year include: fiction, nonfiction, historical fiction, fantasy, biography, mystery, science fiction, etc.

Teacher observation.
Student generated independent reading list.
IRI.
Reading conferences.

.

Performance Indicators Students will be able to:	Essential Elements	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Determine the meaning of unknown words by using a dictionary, glossary, or other reference sources.	Students will apply skills in using dictionary glossary thesaurus	Using literature or content books, students will be given a list of vocabulary words from chapters to: 1. Read for context clues. 2. Look up word in dictionary using guide words. 3. Find the appropriate meaning and use the word in a new sentence that shows they know the meaning.	Using a text with a glossary, teacher will select unknown words for the students to define. Given a selected group of words in context, the student will choose appropriate resources and write the correct definition.	guide words context clues dictionary vocabulary glossary alphabetical thesaurus
2. Adjust reading speed to suit purpose and difficulty of the material.	Students will learn to differentiate between fiction, nonfiction, genre, and purpose for reading.	When reading a content book, student will choose and read one page. Then student will close the book and list important facts recalled. Students will discuss how the speed with which they read impacted what information was recalled.	Teacher observation using a variety of texts.	fiction nonfiction genre
3. Recognize when a text is primarily intended to persuade.	Students will increase their understanding of the difference between persuasive and non-persuasive writing.	When shown three or four examples from different texts, students will identify which examples are trying to persuade the reader and which are just giving factual information.	Students will determine the passage that is intended to persuade.	persuade convince influence
4. Select texts for enjoyment.	Students will be encouraged to select and read independently.	Students will have a "book talk" where each student will share a favorite book they have read in the past 6 months. Students will be responsible for setting up "Book of the Week" with a visual and a brief synopsis.	Student generated list of independent books read. Teacher observation.	.
5. Read a variety of narrative and informational texts independently and fluently.	Students will be encouraged to read a variety of genres.	Using a genre chart, students will check off each of the genres as they read them. Genres that should be covered each year include: fiction, nonfiction, historical fiction, fantasy, biography, mystery, science fiction, etc.	Teacher observation. Student generated independent reading list. IRI. Reading conferences.	.