Standards: Descriptions of Standards Found Below

Qtr. 3: Wk. 28Mar. 6-10, 2017

Standards: Descriptions of standards found below.

Spelling 4

Monday: Classwork: Say/Spell/Say. Go over p. 92. Review for test. [L.4.2d] & [RF.4.3] & [L.4.4a] Homework: p. 93. Study for Test List 23.
Tuesday: Classwork: List 23 Test. [L.4.2d] & [RF.4.3] & [L.4.4a] Homework: Introduce List 24. Start p. 94 Word Sort.
List 24 Words: discover, unable, precut, discontent, unbuckle, preheat, unloading, displease, preview, unselfish, discomfort, unstable, disconnect, prepackaged, disappear, unusual, composer, instructor, business, busyness.
Wednesday: Classwork: Finish p. 94 Word Sort and do p. 95 Word Study. [L.4.2d] & [RF.4.3] & [L.4.4a] Homework: No homework. Please enjoy your evening with church or family.
Thursday: Classwork: Say/Spell/Say. Go over p. 94 and p. 95. [L.4.2d] & [RF.4.3] & [L.4.4c] Homework: Do p. 96Proofreading.
Friday: Classwork: Say/Spell/Say. Go over p. 96. Review Spelling rules for the week. [L.4.2d] & [RF.4.3] & [L.4.4c] Homework: Do p. 97 Writing.
Next spelling tests: Tuesday, March 7th.
Technology: We will be using the SMART board to practice our spelling using spelling games and Spelling City.

[h1]{PAGETITLE}[/h1]Standards:

39.) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]

20.) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3]

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [RF.4.3a]

41.) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c]

42.) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5]

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [L.4.5a]

b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.4.5b]

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [L.4.5c]

Reading Standards: Foundational Skills

Phonics and Word Recognition

20.) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3]

Arts Education (2006)
Grade(s): 4
Visual Arts
All Resources: / 6
Learning Assets: / 0
Lesson Plans: / 4
Podcasts: / 2
Unit Plans: / 0
/ 4.) Describe how the elements of art and principles of design, including rhythm, movement, and emphasis, are used in a specific work of art.
Examples: movement as depicted in the use of line and painting techniques in Wassily Kandinsky's abstract works, emphasis as depicted in Giorgio de Chirico's The Nostalgia of the Infinite, rhythm as depicted in Jackson Pollock's Autumn Rhythm, movement in Glenna Goodacre's sculpture Puddle Jumpers
• Critiquing works of art orally or in writing, using the elements of art and principles of design
Example: reflecting upon the creative process and success of personal works of art in an electronic portfolio
English Language Arts (2015)
Grade(s): 4
All Resources: / 31
Learning Assets: / 4
Lesson Plans: / 26
Podcasts: / 1
Unit Plans: / 0
/ 5.) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]
Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 4
All Resources: / 17
Learning Assets: / 0
Lesson Plans: / 17
Podcasts: / 0
Unit Plans: / 0
/ 22.) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a]
b. Provide reasons that are supported by facts and details. [W.4.1b]
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]
d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]
Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: / 41
Learning Assets: / 2
Lesson Plans: / 39
Podcasts: / 0
Unit Plans: / 0
/ 25.) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]
English Language Arts (2015)
Grade(s): 4
All Resources: / 24
Learning Assets: / 0
Lesson Plans: / 24
Podcasts: / 0
Unit Plans: / 0
/ 26.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]
English Language Arts (2015)
Grade(s): 4
All Resources: / 44
Learning Assets: / 7
Lesson Plans: / 37
Podcasts: / 0
Unit Plans: / 0
/ 27.) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]
Range of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: / 32
Learning Assets: / 0
Lesson Plans: / 32
Podcasts: / 0
Unit Plans: / 0
/ 31.) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]
Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 4
All Resources: / 35
Learning Assets: / 2
Lesson Plans: / 29
Podcasts: / 4
Unit Plans: / 0
/ 38.) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]
e. Form and use prepositional phrases. [L.4.1e]
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]
g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]
English Language Arts (2015)
Grade(s): 4
All Resources: / 51
Learning Assets: / 2
Lesson Plans: / 48
Podcasts: / 1
Unit Plans: / 0
/ 39.) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]
a. Use correct capitalization. [L.4.2a]
b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]
c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]
d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]
Knowledge of Language
English Language Arts (2015)
Grade(s): 4
All Resources: / 17
Learning Assets: / 1
Lesson Plans: / 15
Podcasts: / 1
Unit Plans: / 0
/ 40.) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]
a. Choose words and phrases to convey ideas precisely.* [L.4.3a]
b. Choose punctuation for effect.* [L.4.3b]
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]
Technology Education (2009)
Grade(s): 3 - 5
All Resources: / 139
Learning Assets: / 11
Lesson Plans: / 115
Podcasts: / 13
Unit Plans: / 0
/ 10.) Use digital environments to collaborate and communicate.
Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts
• Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects