Multiple Organizing Ideas
COMPREHENSION 4: Students investigate strategies and connections that support text comprehension.
VOCABULARY 4: Students expand vocabulary and analyze morphemes to communicate in multiple contexts.
FLUENCY 4: Students enhance fluency to refine comprehension and proficient reading.
ORAL LANGUAGE 4: Students examine and demonstrate how listening and speaking support connections and clarify understandings.
TEXT FORMS 4: Students examine how the form and structure of texts can support the communication of ideas and information.
GR. 4 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How do comprehension processes and strategies enhance understandings of texts?
|
Learning Outcome: Students investigate strategies and connections that support text comprehension. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
|
A variety of reading processes and strategies support comprehension of longer and more complex texts through independent practice. |
Comprehension processes and strategies can be purposefully applied to broaden understandings of texts. |
Independently read and demonstrate comprehension of a variety of texts that increase in length or complexity.
Apply comprehension processes and strategies when interacting with texts. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Connections that support comprehension of text include
|
Comprehension is enhanced when relevant connections are made to information within and between texts. |
Examine connections between texts and self, between a text and other texts, and between texts and the world.
Compare or contrast aspects of texts within an individual text or between multiple texts.
Reflect on personal connections to a text that best support understandings. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Significant information that is synthesized to make predictions includes
|
Comprehension and making predictions have a reciprocal relationship when understanding texts. |
Revise or confirm predictions based on new or additional information in texts.
Examine how making, modifying, or confirming predictions supports text comprehension. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Inferencing involves multiple critical thinking skills, including
|
Comprehension involves inference and relying on multiple critical thinking skills when engaging with texts. |
Infer cause and effect relationships in texts.
Make inferences in texts that reach beyond personal experiences.
Combine information from various sources to draw conclusions.
Infer ideas that are not explicitly stated in texts. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Summarizing information involves determining key ideas and specific details, logically ordering ideas, and paraphrasing.
Synthesizing can create new understandings through a combination of background knowledge and new information from a text. |
Comprehension is enhanced when information is synthesized and summarized. |
Synthesize a variety of information when creating summaries of texts.
Create personal responses to a variety of literature, informational texts, or other texts by synthesizing information. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Strategic reading and questioning occur before, during, and after reading.
Problem solving can occur at the word, sentence, and whole-passage level.
Reading comprehension skills that address challenges include
Metacognition is an awareness of thoughts and how one thinks and involves
|
The reading comprehension process involves checking for understanding, problem solving, and metacognition. |
Apply self-monitoring skills to self-correct when comprehension breaks down during reading.
Evaluate skills that can be implemented to repair and strengthen reading comprehension.
Apply metacognitive strategies that are personally effective when reading. |
GR. 4 - ORGANIZING IDEA: VOCABULARY
Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How can building vocabulary and understanding morphology strengthen communication?
|
Learning Outcome: Students expand vocabulary and analyze morphemes to communicate in multiple contexts. |
||||
|
Knowledge |
Understanding |
Skills & Procedures |
||
|
Figurative language includes
Personification is when animals or objects are given qualities or abilities that a human can have.
An analogy compares two things that are mostly different but have some things in common.
An idiom is a phrase that means something different than the literal meaning of the words within it. |
An extensive and varied vocabulary enhances effective communication in a variety of contexts. |
Communicate clearly and accurately using precise alternatives for commonly used words.
Record information about words in a variety of ways.
Apply tier 2 words in a variety of literacy contexts.
Use tier 3 words to describe subject content.
Confirm word meanings, spellings, or word choices using a variety of digital or non-digital resources.
Integrate knowledge of word study across multiple literacy contexts.
Use analogies to compare words or clarify word meanings.
Analyze the meanings of words or phrases expressed figuratively. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
||
|
Suffixes, including the following, change the meaning of words when added to the ending of a base
The English language is made up of words derived from many origins, including
|
Morphology involves examining words and parts of words and how they are related to each other to enhance communication. |
Examine morphemes in words to determine meaning.
Analyze the meaning of affixes and how they influence the meaning of bases.
Predict meanings of unfamiliar words using morphological clues.
Analyze word origins for meaning and spelling. |
||
GR. 4 - ORGANIZING IDEA: FLUENCY
Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: How does fluency support comprehension and proficient reading?
|
Learning Outcome: Students enhance fluency to refine comprehension and proficient reading. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
|
Proficient reading involves the ability to read with accuracy, automaticity, and prosody with a focus on meaning. |
Reading with fluency allows readers to focus more attention on understanding text and supports proficient reading. |
Demonstrate comprehension of text through appropriate stress on words, pausing, phrasing, intonation, and use of punctuation.
Read dialogue with phrasing and expression to reflect understandings of characters and events. |
GR. 4 - ORGANIZING IDEA: ORAL LANGUAGE
Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: In what ways can listening and speaking skills clarify intent and build relationships?
|
Learning Outcome: Students examine and demonstrate how listening and speaking support connections and clarify understandings. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
|
Oral traditions can support connections to
Stories presented in oral traditions can reflect connections to spirit, land, universe, time, and people.
Protocols for sharing information may vary by source, context, community, or culture. |
Oral traditions can connect the speaker and listener in experiences of the past or present that help prepare for the future. |
Describe personal connections to spirit, land, universe, time, or people revealed through oral traditions.
Discuss protocols used to share oral traditions. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Respectful interactions included behaviors that consider the contributions, feelings, points of view, and needs of participants. Phrasing and pausing work together to
Projection is the directing and supporting of the voice toward an intended target. Projection is a combination of breath, clarity, and intentionality. |
Listening and speaking skills can be applied and adapted to support respectful interactions. |
Contribute respectfully to a variety of interactions that involve listening and speaking.
Identify opinions or points of view shared in conversations or texts that are listened to.
Select appropriate volume, intonation, phrasing, and pausing to create a desired effect when speaking or presenting.
Project voice appropriately for the audience and situation. |
|
Knowledge |
Understanding |
Skills & Procedures |
||
|
Listening includes restating key points or ideas and making personal connections.
Listening to texts can expand vocabulary, understandings, and personal views. |
Listening involves playing an active role in understanding the speaker and supports collaboration. |
Demonstrate active listening when engaging in collaborative work.
Use a variety of listening strategies to support understanding. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
||
|
A combination of verbal and non-verbal language can be used to enhance clarity or create effects when communicating. |
Communication can be enhanced through adjusting verbal and non-verbal language. |
Adjust verbal and non-verbal language to enhance clarity or create effects when communicating. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
|
Presentations can be prepared by
Speaking cards can be jot notes or cue cards that contain key points to support speakers. Visual aids can be digital or non-digital, such as
Presentation delivery includes
Communication choices and styles differ from speaker to speaker. |
Presentations can be prepared and delivered to engage, inform, persuade, or entertain an audience. |
Plan ideas and details in a logical manner, including introductions and conclusions.
Present information that engages, informs, persuades, or entertains an audience.
Share a verse from memory, demonstrating emphasis, pausing, and phrasing that enhance the presentation.
Integrate visual aids to enhance communication.
Vary word choice to appeal to an audience.
Participate in presentations as a respectful audience member. |
GR. 4 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can text organization influence communication?
|
Learning Outcome: Students examine how the form and structure of texts can support the communication of ideas and information. |
||
|
Knowledge |
Understanding |
Skills & Procedures |
|
Texts can be communicated for a variety of purposes, including to
Texts read for enjoyment can inspire, fascinate, or expand understandings.
A genre is a category of text that has a specific content or style and includes fiction and non-fiction.
Literary forms of fiction and non-fiction texts include
Media texts can be digital or non-digital and can combine sounds, words, images, and graphics.
Narrative texts can be fiction or non-fiction and can follow a structure, including
|
Text form or structure can support the enjoyment and communication of ideas and information for a variety of purposes. |
Confirm the author’s or text creator's purpose based on information in the text.
Explain how personal preferences for texts can inspire, fascinate, or expand understandings.
Examine a variety of literary forms used to communicate ideas and information.
Examine the structure of a variety of narrative texts.
Determine how the structure of texts can support the organization and communication of ideas or information. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Text features can be digital or non-digital, including
|
Text features can organize and enhance information in the main body of a text. |
Examine a variety of text features that provide important information in a text.
Include a variety of text features to organize, clarify, or enhance information. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Fictional texts can be categorized by sub-genres, including traditional literature and fantasy.
A fantasy is a fictional text that contains elements that are highly unreal.
Fictional texts can have structures that include main plots with subplots and flashbacks.
A flashback interrupts the story plot to take an audience back in time to past events in a character’s life.
Elements of fiction include
A minor character is a character in a story who is not the main focus and is less developed.
Fictional texts include characters who can be known by what they say, think, or do.
Point of view is the way an author or text creator chooses to tell or narrate a story and includes first person.
First person is where the author, text creator, or narrator relates information from their own point of view, often using the word I. |
Fictional texts can open minds to new possibilities and ideas. |
Differentiate between a variety of fiction sub-genres, considering content, characters, time, or place.
Examine fictional text structures that include main plots with subplots or flashbacks.
Examine elements within a variety of fictional texts, including point of view.
Determine if characters in fictional texts are major or minor.
Create imaginative representations or dramatizations of fictional texts that depict point of view.
Examine the narrator’s point of view in texts. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Non-fiction texts include
Procedural texts include recipes or instruction manuals.
Non-fiction texts can have structures that include
Non-fiction texts can share opinions regarding information. |
Non-fiction texts can open minds to new possibilities and ideas. |
Investigate ways that non-fiction texts can be organized to support sharing of information.
Discuss a variety of facts and opinions expressed in non-fiction texts. |
|
Knowledge |
Understanding |
Skills & Procedures |
|
Poetry includes figurative language to create a desired effect.
Poetic structures include
Verse is text structured with a rhythm and typically has a rhyme.
Free verse is a type of poetry that does not have rhyme or have a regular rhythm.
A concrete poem creates an image with words or symbols that matches the topic of the poem. |
Poetry engages the imagination and can encourage individuals to connect with other people, places, ideas, or emotions. |
Investigate figurative language used in imaginative ways.
Examine how a variety of poetic structures contribute to creative expression of ideas.
Experiment with creating verse, free verse, or concrete poetry. |
