All Fourth Grade ELA GLE's
| Standard | Topic | GLE Text |
| 1 | Writing | Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice. |
| 1 | Writing | Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions. |
| 1 | Writing | Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive. |
| 1 | Writing | Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write in a manner that makes sense to the reader |
| 1 | Writing | Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher, student in another school/grade, principal, community member) |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience: Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use periods, questions marks, and exclamation marks |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate verb tense |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use conventional spellings of common 4th grade words (inclluding grade-appropriate homographs, homonyms, and homophones) and Word Wall words |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience: Uses capital letters to indicate beginning of sentences, proper nouns, the pronoun "I", and abbreviations |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate pronouns. |
| 1 | Writing | Development-Expressive Writing: Create a title, that reflects the subject and engages the reader. |
| 1 | Writing | Development-Expressive Writing: Use sensory imagery to describe feelings, events, and/or characters when appropriate |
| 1 | Writing | Development-Expressive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic |
| 1 | Writing | Development-Expressive Writing: Use dialogue, description, and narration to elaborate details, when appropriate |
| 1 | Writing | Development-Expressive Writing: Develop an interesting idea for writing |
| 1 | Writing | Development-Informative Writing: Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment |
| 1 | Writing | Development-Informative Writing: Write an effective title, when appropriate |
| 1 | Writing | Development-Informative Writing: Create a title that reflects the subject, when appropriate |
| 1 | Writing | Development-Informative Writing: Identify and use primary and secondary sources when appropriate, avoiding plagiarism. |
| 1 | Writing | Development-Informative Writing: Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject |
| 1 | Writing | Development-Informative Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text to self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the issue |
| 1 | Writing | Development-Informative Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic |
| 1 | Writing | Development-Persuasive Writing: Avoid unsupported reasons (e.g. "It's not fair", begging) most of the time |
| 1 | Writing | Development-Persuasive Writing: Identify and use primary and secondary sources when appropriate, avoiding plagiarism |
| 1 | Writing | Development-Persuasive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text to self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the issue. |
| 1 | Writing | Development-Persuasive Writing: Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions) |
| 1 | Writing | Development-Persuasive Writing: Support the position with reasons that include relevant facts and examples |
| 1 | Writing | Development-Persuasive Writing:Present a clear position that supports or opposes a debatable issue or question. |
| 1 | Writing | Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to STORIES |
| 1 | Writing | Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNALS |
| 1 | Writing | Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to POEMS |
| 1 | Writing | Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to PERSONAL ESSAYS |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Summaries |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Notices |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Autobiography |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Biography |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Articles (newspapers) |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Messages/memo |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Essays |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to BUSINESS AND FRIENDLY LETTERS AND NOTES |
| 1 | Writing | Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Reports (e.g., book reports,research reports) |
| 1 | Writing | Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to BUSINESS AND FRIENDLY LETTERS. |
| 1 | Writing | Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to ADVERTISEMENTS. |
| 1 | Writing | Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for variety of occasions. Appropriate forms include, but are no limited to Simple editorials (e.g., letter to the editor) |
| 1 | Writing | Organization: Expressive Writing:Use paragraphs to transition between ideas and control and enhance message |
| 1 | Writing | Organization: Expressive Writing:Organize writitng to engage the reader (e.g. experiment with chronology, literary forms or genres) |
| 1 | Writing | Organization: Expressive Writing: Develop an introduction/hook, which is separate from the body that hooks the reader |
| 1 | Writing | Organization: Expressive Writing: Use transition words/phrases that show chronology (e.g. as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course) |
| 1 | Writing | Organization: Expressive Writing: Develop a Conclusion |
| 1 | Writing | Organization: Informative Writing: Organize writing by selecting text structures that clarify or explain the subject. |
| 1 | Writing | Organization: Informative Writing: Develop an introduction, which is separate from the body that presents a simple thesis |
| 1 | Writing | Organization: Informative Writing:Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand) |
| 1 | Writing | Organization: Informative Writing: Develop a conclusion |
| 1 | Writing | Organization: Persuasive Writing: Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument) |
| 1 | Writing | Organization: Persuasive Writing: Organize writing by selecting text structures that strengthen the argument. |
| 1 | Writing | Organization: Persuasive Writing: Develop an introduction, which is separate from the body that presents a simple thesis and: takes a clear position, clarifies the issue. |
| 1 | Writing | Organization: Persuasive Writing: Use transition words that show order or show simple relationships (e.g.,on the other hand) |
| 1 | Writing | Organization: Persuasive Writing: Develop a conclusion |
| 1 | Writing | Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective. |
| 1 | Writing | Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message. |
| 1 | Writing | Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer?s feelings about events and their significance |
| 1 | Writing | Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Very sentence types (e.g, simple compound, and complex sentences) |
| 1 | Writing | Sentence Structure: Vary kinds of sentences (declarative, exclamatory, imperative, and interrogative) |
| 1 | Writing | Sentence Structure:Vary sentence beginnings to capture audience's attention. |
| 1 | Writing | Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use complete sentences to express thoughts |
| 1 | Writing | Sentence Structure:Vary sentence lengths |
| 1 | Writing | Word Choice: Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning) |
| 1 | Writing | Word Choice: Use action verbs when possible |
| 1 | Writing | Word Choice: Use words that convey appropriate voice (attitude, emotion, and point of view) |
| 1 | Writing | Word Choice: Use a variety of accurate words that avoid repetition. |
| 1 | Writing | Word Choice: use a purposeful range of formal.informal language depending on the audience. |
| 1 | Writing | Word Choice: Use a variety of accurate words that avoid repetition. |
| 1 | Writing | Word Choice: Use more specific, concrete nouns ("name" vs."girl;" "cereal" vs "food") |
| 1 | Writing | Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use resources from their environment to locate the spelling of words as needed. |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle |
| 2 | Constructing Meaning | Use kowledge of common word parts (e.g., Increase independent readingcompound words, contractions, possessives, prefixes, suffixes, affixes, word roots, base words) |
| 2 | Constructing Meaning | Increase independent reading |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary |
| 2 | Constructing Meaning | Learn and use unfamiliar words that are introduced in stories and texts |
| 2 | Constructing Meaning | Increase knowledge and vocabulary through independent reading |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle |
| 2 | Constructing Meaning | Read orally from familiar text at an appropriate rate, accuracy, and prosody |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling |
| 2 | Constructing Meaning | Spell phonetically regular words correctly |
| 2 | Constructing Meaning | Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by: |
| 2 | Constructing Meaning | Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words |
| 2 | Constructing Meaning | Using picture clues |
| 2 | Constructing Meaning | Looking for context clues provided by synonyms and antonyms |
| 2 | Constructing Meaning | Selecting the correct definition of words that have multiple meanings |
| 2 | Constructing Meaning | Using knowledge of homonyms and homographs to avoid confusion when reading |
| 2 | Constructing Meaning | Using word cues (e.g., metaphors and similes) |
| 2 | Constructing Meaning | Recognizing and using appositives |
| 2 | Constructing Meaning | Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading. |
| 2 | Constructing Meaning | Assimilating prior kowledge |
| 2 | Constructing Meaning | Making and revising predictions |
| 2 | Constructing Meaning | Assimilating prior kowledge |
| 2 | Constructing Meaning | Summarizing |
| 2 | Constructing Meaning | Rereading to clarify information |
| 2 | Constructing Meaning | Adjusting reading rate |
| 2 | Constructing Meaning | Inferring information |
| 2 | Constructing Meaning | Using mental imagery |
| 2 | Constructing Meaning | Seeking the meaning of unknown vocabulary |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. |
| 2 | Constructing Meaning | Recall and discuss what is understood in a text |
| 2 | Constructing Meaning | Reread difficult parts slowly and carefully |
| 2 | Constructing Meaning | Make, confirm, adjust predictions |
| 2 | Constructing Meaning | Identify and question what is not understood in a text |
| 2 | Constructing Meaning | Use own words to restate text |
| 2 | Constructing Meaning | Periodically summarize while reading |
| 2 | Constructing Meaning | Visualize what was read for a deeper understanding |
| 2 | Constructing Meaning | Find and explain personal connections to the topics or information in the text |
| 2 | Constructing Meaning | Periodically paraphrase important ideas or information |
| 2 | Constructing Meaning | Skim text to search for connections between and among ideas |
| 2 | Constructing Meaning | Use a graphic organizer or other note taking technique to record important ideas or information |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed. |
| 2 | Constructing Meaning | Adjust previous predictions based on new information in a text |
| 2 | Constructing Meaning | Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres |
| 2 | Constructing Meaning | Identify logical, additional and/or complementary information (e.g., ?next? chapter or section) for a text |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures. |
| 2 | Constructing Meaning | Describe essential information from text features (e.g., cover, table of contents, maps, captions, chapter headings, titles, diagrams, charts, graphs, illustrations, glossaries, and indexes) to enhance understanding of text |
| 2 | Constructing Meaning | Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures. |
| 2 | Constructing Meaning | Identify the main character in a literary text or the speaker in a poem |
| 2 | Constructing Meaning | Identify the changes in setting |
| 2 | Constructing Meaning | Identify the main problem/conflict and solution/resolution of a story |
| 2 | Constructing Meaning | Identify significant details related to the plot to determine the pattern of organization (simple compare/ contrast) simple problem/solution, simple sequence |
| 2 | Constructing Meaning | Identify the beginning, middle and end of a story |
| 2 | Constructing Meaning | Identify simple point of view (e.g., narrator, speaker) |
| 2 | Constructing Meaning | Distinguish between major and minor characters in a story or poem |
| 2 | Constructing Meaning | Identify main setting (time, place) |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures. |
| 2 | Constructing Meaning | Identify how figurative language and literary devices extend meaning |
| 2 | Constructing Meaning | Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, and exaggeration or hyperbole) |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures. |
| 2 | Constructing Meaning | Summarize major points of an informative/technical text |
| 2 | Constructing Meaning | Retell/restate in order the major events in a text |
| 2 | Constructing Meaning | Restate the order of the steps of a task in an informative/ technical text |
| 2 | Constructing Meaning | Retell the story, identifying the main and supporting characters, events, setting, and problem/solution in a literary text |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers. |
| 2 | Constructing Meaning | Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details |
| 2 | Constructing Meaning | Summarize a text capturing the most important parts of the original piece |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author?s purpose. |
| 2 | Constructing Meaning | Identify the |
| 2 | Constructing Meaning | Identify the purpose of a media message in TV commercials and advertisements |
| 2 | Constructing Meaning | Identify the underlying reason (e.g., profit vs. nonprofit) of a public message |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts. |
| 2 | Constructing Meaning | Describe the similarities and/or differences in ideas, viewpoints, or characters within a single text |
| 2 | Constructing Meaning | Describe changes in characters (e.g., change in attitude, situation) |
| 2 | Constructing Meaning | Describe the similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters in one text with those in another |
| 2 | Constructing Meaning | Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion. |
| 2 | Constructing Meaning | Discriminate between facts and/or opinions in text(s) |
| 2 | Constructing Meaning | Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences. |
| 2 | Constructing Meaning | Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support |
| 2 | Constructing Meaning | Use texts to make generalizations |
| 2 | Constructing Meaning | Make inferences about author's decisions (e.g., paragraphing, quotations, sections of text, organization of text, formatting devices) |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence. |
| 2 | Constructing Meaning | Judge the validity (reliability) of supporting evidence (e.g., thoroughness, appropriateness, accuracy) for claims made by an author of an informative/technical text |
| 2 | Constructing Meaning | Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks. |
| 2 | Constructing Meaning | Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text |
| 2 | Constructing Meaning | Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources. |
| 2 | Constructing Meaning | Connect information between similar texts to construct an understanding of the main concept in both texts (text-to-text connections) |
| 2 | Constructing Meaning | Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions. |
| 2 | Constructing Meaning | Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in: literary text (e.g., character?s actions, morals of narratives or poems) and nonfiction |
| 2 | Constructing Meaning | Identify information in a text to develop an opinion |
| 2 | Constructing Meaning | Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.Use prior knowledge of a concept along with information in a text to: |
| 2 | Constructing Meaning | describe the author?s viewpoint or attitude toward a topic or idea when strongly implied |
| 2 | Constructing Meaning | describe the effect of an author?s use of basic formatting and design techniques (e.g., paragraphing, headings/ subheadings, pictures/ illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices) |
| 2 | Constructing Meaning | draw conclusions (including implied main ideas) |
| 2 | Constructing Meaning | Students will be able to critically analyze and evaluate information and messages presented through print and by (e) recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices. |
| 2 | Constructing Meaning | describe the author?s viewpoint or attitude toward a topic or idea when strongly implied |
| 2 | Constructing Meaning | Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them. |
| 2 | Constructing Meaning | Evaluate the fairness and trustworthiness of author's message (author's bias) |
| 2 | Constructing Meaning | Explain how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings |
| 2 | Constructing Meaning | Explain the strengths and weaknesses of text sources, format, and argument |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) ac1nowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text. |
| 2 | Constructing Meaning | Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing |
| 2 | Constructing Meaning | Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing |
| 2 | Constructing Meaning | Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.). |
| 2 | Constructing Meaning | Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion |
| 2 | Constructing Meaning | Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing |
| 2 | Constructing Meaning | Identify and describe the effect of media messages |
| 2 | Constructing Meaning | Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (advertising, campaigns, news formats) |
| 2 | Constructing Meaning | Describe the fairness and trustworthiness of an author?s message (author's bias) |
| 2 | Constructing Meaning | Describe how propaganda and persuasive techniques and author?s choices (e.g., word choices) shape readers? understandings |
| 2 | Constructing Meaning | Describe the strengths and weakness of text sources, format and arguments |
| 2 | Constructing Meaning | Select sources appropriate to topic |
| 3 | Research | Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information |
| 3 | Research | Identify, locate and obtain sources relevant to topic |
| 3 | Research | Use text features, guide words, index, and glossaries, and table of contents to access information |
| 3 | Research | Use teacher selected internet sites and data bases to access information |
| 3 | Research | Use multiple sources of information (books, television, video, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) |
| 3 | Research | Develop and use procedures to gather information and ideas; (a1) (a) developing and following a process for research completion |
| 3 | Research | State clearly information questions |
| 3 | Research | Develop information-seeking strategies such as identifying keyword |
| 3 | Research | Determine possible sources of information |
| 3 | Research | Locate relevant information |
| 3 | Research | Gather information from more than one source |
| 3 | Research | Take notes in their own words |
| 3 | Research | Organize and interpret gathered information using various graphic organizing as outlining and webbing |
| 3 | Research | Interpret images and graphics |
| 3 | Research | Record sources of information as notes taken |
| 3 | Research | Evaluate sources of information for validity |
| 3 | Research | Independantly extract information to achieve a specific purpose; extract information relevant to a specific purpose. |
| 3 | Research | Creates a system for organizing the information |
| 3 | Research | Uses various methods to manage the selected, organized information |
| 3 | Research | Selects among various technologies the most appropriate one for the tesk of extracting the needed information (e.g. appropriate word processing functions, photocopier, scanner, audiovisual equiptment, or exploratory instruments) |
| 3 | Research | Use technology to synthesize information into a meaningful format to expressideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics |
| 3 | Research | Send, reply, forward, and cc an email independantly |
| 3 | Research | Copy, cut, and paste between windows or documents |
| 3 | Research | Make folders |
| 3 | Research | Edit text ( cut, copy, paste, move) |
| 3 | Research | Create bulleted or numbered lists |
| 3 | Research | Import a picture to the computer using a digital camera or scanner |
| 3 | Research | Resize or crop graphics |
| 3 | Research | Independantly present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism. |
| 3 | Research | Uses more than one paragraph to tell about a designated topic |
| 3 | Research | Fulfills the identified purpose as clearly indicated in the topic |
| 3 | Research | Incorporates information from two or more sources |
| 3 | Research | Includes information relevant to topic and purpose |
| 3 | Research | Recognizes the need to put information from sources in students' own words |
| 3 | Research | Lists sources of information |
| 3 | Research | Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority |
| 3 | Research | Know the difference between fact and fiction |
| 3 | Research | Use information to express ideas relevant to specific purpose |
| 3 | Research | Formulate conclusions based upon information relevant to a specific purpose |
| 3 | Research | With help, select sources which are authorative |
| 3 | Research | With help, analyze source and information for accuracy, bias, stereotypes, and validity |
| 3 | Research | Independantly draw conclusions based upon information relevant to a specific purpose; independantly formulate logical conclusions based upon information relevant to a specific purpose. |
| 3 | Research | Describe the author's viewpoint or attitude toward a topic or idea when strongly implied |
| 3 | Research | Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [ bold, underline, italics,caps], puctuation choices |
| 3 | Research | Independantly draw conclusions based upon information relevant to a specific purpose; independantly formulate logical conclusions based upon information relevant to a specific purpose. |
| 3 | Research | Draw conclusions (including implied main ideas) that require analysis and/or evaluation |
| 4 | Reading Connections | Connect own experiences to those of literary characters by seeing other literary texts and media as the result of literary experience. |
| 4 | Reading Connections | As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read before?, How is this text similar to other things I've read?, How is this different to other books I've read?, Have I read about something like this before?, Seek other texts and media with similar themes and connections. |
| 4 | Reading Connections | Connect their own experience to those of literary characters by explaining the reasons for a character's actions; identify with characters |
| 4 | Reading Connections | Describe the reasons for a character's actions in a literary text |
| 4 | Reading Connections | Make and support relevant connections between the reader's personal situations and motivations of characters in a text |
| 4 | Reading Connections | Respond to literary text by making inferences about content, events, characters, setting, and author's decisions |
| 4 | Reading Connections | Make strongly implied inferences about content, events, characters, setting and identify appropriate suuport in the text |
| 4 | Reading Connections | Make inferences about author's choices (e.g., paragraphing, dialogue,organization of text ) |
| 4 | Reading Connections | Use texts to make generalizations |
| 4 | Reading Connections | Understand the difference between genres |
| 4 | Reading Connections | Use knowledge of distinctive characteristics of various genres including but not limited to: Fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction |
| 4 | Reading Connections | Use knowledge of distinctive characteristics of various genres including but not limited to: Literary nonfiction (e.g., letter, magazine, biography, autobiography) |
| 4 | Reading Connections | Use knowledge of distinctive characteristics of various genres including but not limited to: Drama, one-act-plays, and skits to identify the meaning of text |
| 4 | Reading Connections | Interpret the impact of the author's decisions such as word choice, style, content, and literary elements; understand the author's intent in choosing a particular genre |
| 4 | Reading Connections | Identify the effect of author's choices ( word and content) on the reader |
| 4 | Reading Connections | Describe how the author's writing style influences the reader |
| 4 | Reading Connections | Identify the effect of point of view |
| 4 | Reading Connections | Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of view |
| 4 | Reading Connections | Identify how point of view impacts the reader |
| 4 | Reading Connections | Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media represenative of various nations and cultures. |
| 4 | Reading Connections | Read and explain simple sotries from different cultures and eras to broaden cultural awareness |
| 4 | Reading Connections | Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities |
| 4 | Reading Connections | Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media represenative of various nations and cultures. |
| 4 | Reading Connections | Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I?, If that happened to me, I would?., I can relate to that character because one time?. |