November Learning Targets
RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
Learning Target: I can read prose and poetry on grade level fluently and accurately. This means that I can read prose and poetry correctly and at an appropriate rate.
Assess
Entrance/Exit slips
Observation
Fresh Reads
Fluency Goal Checksheets
Partner/Peer Assessment
LV.4.6 – Acquire and use accurately grade appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or state of being and that are basic to a particular topic.
Learning Target: I can use general academic and domain-specific words and phrases to signal actions, emotions, and state of being. This means that I can use specific words and phrases that signal certain actions, emotions, and states of being or how things are currently, with a specific topic.
Assess
Vocabulary assessments
Act out specific words
Word mapping (graphic organizer)
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Learning Target: I can determine the theme of a story, play, or poem. This means that I can figure out the overall idea of the story, play, or poem.
Assess
Story map
Require all students to check out the same genre book and identify the theme.
Guided book study using leveled readers
Open Response
RL.4.6 Compare and contrast the point of view from which different stories is narrated, including the difference between first-and-third person narrations.
Learning Target: I can compare and contrast the perspectives or views from which the narrator tells the story. I know that in first-person point of view, the narrator is a character in the story. The words I and we are used. In third-person point of view, the narrator tells the story without actually being in it. The story uses words such as he, she, it, and they.
Assess
Role playing
Newspaper articles
Journal writing
Students partnering to tell the same story from different points of views
Read passages and determine point of view
December Learning Targets
LV4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Target: I can demonstrate an understanding of figurative language by creating my own similes and metaphors. I know that a simile is a comparison of two unlike things using the words like or as. For example, My dad snores like a bear. I know that a metaphor is a comparison of two unlike things without using the words like or as. For example, the pillow was a cloud, when I laid my head on it.
Assess
Entrance/Exit slips defining similes and metaphors
Student generated examples of figurative language
Identifying figurative language in poetry
Writing own fairy tale which includes figurative language
Open Response
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Learning Target: I can refer to details and examples in a text when explaining what the text says through explicit and inferred information. This means that I can use information within the text, my prior knowledge and clues to explain the meaning of text that I read.
Assess
KCCT Coach practice activities
T-Chart (explicit vs. inferred)
Bourbon County practice assessments
Topic “Spider”
Summary Frames
RL. 4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Learning Target: I can utilize the character, setting, or event in a story or drama, using specific details in the text to describe the story. This means that I can describe the character, when and where the story takes place, and specific actions that occur in the story.
Assess
Character Map
Story Web
Events (graphic organizer)
Story Board
Cause and Effect (graphic organizer)
RL 4.7 – Make connections between the text of a story, drama, visual or oral presentation of text, identifying where each version reflects specific descriptions and directions in the text.
Learning Target: I can make connections within the text of a story, drama, visual, or oral presentation of text.
Assess
Direct questioning
Partner reading/questioning
Summary Frame
Compare/Contrast using Top Hat (variety of stories)
Alternate ending to story
W.4.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b - Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.c – Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3.e – Provide a conclusion that follows from the narrated experiences or events.
Learning Target – I can develop a narrative writing piece from real or imaginary experiences using dialogue, transitional words and phrases, and concrete words or sensory details.
Assess
Paragraph specific checkpoints
Narrative specific checkpoints
Narrative writing piece
Peer Editing
W.4.9a - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Target: I can utilize information within the text by identifying key ideas and details as evidence to support my understanding of the text.
Assess
Summary frames
Journal writings
Main Idea and supporting details (graphic organizer)
January Learning Targets
RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
Learning Target: I can figure out the meanings of words and phrases used in the text, including mythology.
Assess:
Vocabulary quiz
Thoughtful Classroom vocabulary strategies
Partner Reading/Self-assessment
RL.4.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
Learning Target: I can explain the differences between poems, drama, and prose.
Assess
Compare and contrast graphic organizers
Genre specific vocabulary
Students write their own poems and present to class
L.4.3c – 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.
c. Consult references materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Learning Target : I can figure out the meaning of unknown content words by using both print and digital reference materials.
Assess
Knowledge of reference materials through observation
Multiple choice questions (vocabulary content specific)
Student practice with reference materials