Fourth Grade Language Arts A
The fourth grade language arts curriculum is centered around units of study that continue to develop skills in vocabulary, comprehension, and writing. Students are actively participating in the process of reading, writing, speaking and listening. There are ample opportunities for reading and responding in a large group, small group, or independently. Children practice comprehension strategies that include: summarizing, identifying the main idea, sequencing, making predictions, reading for specific detail and drawing conclusions. Children learn to listen to and retell stories and through reading are encouraged to form ideas, opinions and feelings about writing. Within the structure of writing workshop students learn to build habits and develop strategies that proficient writers use on a daily basis. Children are encouraged to express their ideas in written form, utilizing the writing process. Students learn about the crafting techniques that are common to narrative, informative, and persuasive/ opinion writing. They further develop and strengthen their writing by cycling through the process of planning, revising, editing, and publicly sharing their opinions with a real audience. There will be integrated social studies/science informational texts to enhance the reading and writing units. (See Social Studies Grade 4 Unit 3 for correlation) Grammar, usage, mechanics and spelling and language usage are introduced and practiced within the context of daily writing activities. Children read and write in a variety of genres and curriculum areas.
|Course Title (District):||Fourth Grade Language Arts A|
|Course Title (NCES SCED) :||Language Arts (grade 4)|
|Course Provider :||Novi Community School District|
|Content Provided By :||Novi Community School District|
|Online Instructor Provided By :||Novi Community School District|
|Standards Addressed :|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- Launching Strong Reading Habits
- Analyzing Characters
- Informational Reading
- Launching with Realistic Fiction-Narrative
- Literary Nonfiction Personal Expertise
- Informational Research Writing
- A device with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
COMMON CORE ESSENTIAL ELEMENTS FOR FOURTH GRADE Fourth Grade English Language Arts Standards: Reading (Literature) CCSS Grade-Level StandardsCommon Core Essential Elements
Key Ideas and Details. 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. EERL.4.1.Use details from the text to recount what the text says. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. EERL.4.2.Determine the main idea of a text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific detail in the text (e.g., a character’s thoughts, words, or actions). EERL.4.3.Use details from text to describe a character in a story. Craft and Structure. 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 (e.g., Herculean). EERL.4.4.Determine meaning of words in context. RL.4.5. Explain major differences between 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. EERL.4.5.Recognize a text as a story or poem. RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations. EERL.4.6.Identify the narrator of a story. Integration of Knowledge and Ideas. RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. EERL.4.7.Make connections between text and visual or oral presentations. RL.4.8. (Not applicable to literature) EERL.4.8.N/A RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. EERL.4.9.Compare and contrast two stories, myths, or texts from different cultures. Range of Reading and Level of Text Complexity. RL.4.10. By the end of the year read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. EERL.4.10.**This Literature Essential Element references all elements
Fourth Grade English Language Arts Standards: Reading (Informational Text) CCSS Grade-Level StandardsCommon Core Essential Elements Key Ideas and Details.
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. EERI.4.1.Use details from the text to recount what the text says.
RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. EERI.4.2.Determine a main idea of a text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. EERI.4.3.Use details from text to describe what happened. Craft and Structure.
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. EERI.4.4:Determine meaning of words in context.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. EERI.4.5.Identify the chronological structure of a text (first, then, next).
RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. EERI.4.6.Identify a firsthandaccount of an event. Integration of Knowledge and Ideas.
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. EERI.4.7. Interpret information presented visually and orally.
RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. EERI.4.8.Identify the author’s point.
RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. EERI.4.9.Identify similarities of two resources on the same topic. Range of Reading and Level of Text Complexity.
RI.4.10. By the end of year read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. EERI.4.10.**This Informational Text Essential Element references all elements above.
Fourth Grade English Language Arts Standards: Reading (Foundational Skills) CCSS Grade-Level StandardsCommon Core Essential Elements Phonics and Word Recognition.
RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words. 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. EERF.4.3.Know and apply phonics and word analysis skills in decoding words. a. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words. b. 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. EERF.4.3.b.Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high-frequency rhymes).
Fluency. RF.4.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Decode multi-syllable words. EERF.4.4.Read text composed of familiar words with accuracy and understanding.
Fourth Grade English Language Arts Standards: Writing CCSS Grade-Level StandardsCommon Core Essential Elements
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. EEW.4.2.Write to convey ideas and information clearly. a. Select a topic and related visual, tactual, or multimedia information. b. Develop the topic with facts, definitions,concrete details, quotations, or other information and examples related to the topic. EEW.4.2.b.List words, facts, or details related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). EEW.4.2.c.N/A d. Use precise language and domain-specific vocabulary to inform about or explain the topic. EEW.4.2.d.N/A e. Provide a concluding statement or section related to the information or explanation presented. EEW.4.2.e.N/A W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. EEW.4.3.Select an event or personal experience and write about it. a. Write about two events in sequence related to a personal experience. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. EEW.4.3.b.List words that describe an event or personal experience to use when writing about it. c. Use a variety of transitional words and phrases to manage the sequence of events. EEW.4.3.c.N/A d. Use concrete words and phrases and sensory details to convey experiences and events precisely. EEW.4.3.d.N/A e. Provide a conclusion that follows from the narrated experiences or events. EEW.4.3.e.
Production and Distribution of Writing
W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) EEW.4.4.Produce writing that expresses more than one idea with a logical organization. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. EEW.4.5.With guidance and support from adults and peers, plan by brainstorming and revise own writing by adding more information. 53 Fourth Grade English Language Arts Standards: Writing CCSS Grade-Level StandardsCommon Core Essential Elements W.4.6. 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. EEW.4.6.With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.
Research to Build and Present Knowledge. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. EEW.4.7.Gather information about a topic from two or more sources for a group research project. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. EEW.4.8.Recall information from personal experiences and sort into provided categories. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). EEW.4.9.Recall information from literary and informational text to support writing. a. Apply Essential Elements of Grade 4 Reading Standards to literature (e.g., “Use details from text to describe a character in a story.”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). EEW.4.9.b.Apply Essential Elements of Grade 4 Reading Standards to informational text (e.g., “Use details from the text to recount what the text says).
Range of Writing. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Reading literature Essential Elements of Grade 4 Reading Standards to literature (e.g., “Use details from text to describe a character in a story.”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). EEW.4.9.b.Apply Essential Elements of Grade 4 Reading Standards to informational text (e.g., “Use details from the text to recount what the text says.”). Range of Writing. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. EEW.4.10.Write routinely for a variety of tasks, purposes, and audiences.
Fourth Grade English Language Arts Standards: Speaking and Listening CCSS Grade-Level StandardsCommon Core Essential Elements Comprehension and Collaboration. SL.4.1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. EESL.4.1.a.Participate in communicative exchanges to communicate directly with peers in multi-turn exchanges. a. Contribute ideas from prior knowledge and experience during discussions about text. b. Follow agreed-upon rules for discussions and carry out assigned roles.EESL.4.1.b. Take turns in discussions with others. 54 Fourth Grade English Language Arts Standards: Speaking
Fourth Grade English Language Arts Standards: Speaking and Listening CCSS Grade-Level StandardsCommon Core Essential Elements c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. EESL.4.1.c. Ask and answer questions about information presented by others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. EESL.4.1.d. Identify the key ideas of the discussion. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. EESL.4.2.Identify the main idea of a text presented through diverse media. SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. EESL.4.3.Identify a point that the speaker makes. Presentation of Knowledge and Ideas. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. EESL.4.4.Tell a story about a personal experience with supporting details. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. EESL.4.5.Add audio recordings or visuals to a presentation about a personally relevant topic. SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. EESL.4.6. Differentiate between communication partners and contexts that call for formal and informal communication.
Fourth Grade English Language Arts Standards: Language CCSS Grade-Level StandardsCommon Core Essential Elements Conventions of Standard English. L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). EEL.4.1.Demonstrate standard English grammar and usage when communicating. a. Use possessive pronouns. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. EEL.4.1.b.N/A c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.EEL.4.1.c.N/A
Fourth Grade English Language Arts Standards: Language CCSS Grade-Level StandardsCommon Core Essential Elements d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). EEL.4.1.d.Use comparative and superlative adjectives to describe people or objects. e. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*[sic] EEL.4.1.e.Use common prepositions (e.g., to, from, in, out, on, off, by, with). f. Correctly use frequently confused words (e.g., to, too, two; there, their).*[sic] EEL.4.1.f.Communicate using grammatically complete utterances. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. EEL.4.2.Demonstrate capitalization, end punctuation, and spelling when communicating. a. Capitalize the first word in a sentence. b. Use commas and quotation marks to mark direct speech and quotations from a text. EEL.4.2.b.N/A c. Use a comma before a coordinating conjunction in a compound sentence. EEL.4.2.c.N/A d. Spell grade-appropriate words correctly, consulting references as needed. EEL.4.2.d.Spell words phonetically, drawing on knowledge of lettersound relationships, and/or common spelling patterns. Knowledge of Language. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.*[sic] EEL.4.3.Use language to convey meaning when writing or communicating. a. Use language to express emotion. b. Choose punctuation for effect.*[sic] EEL.4.3.b. N/A 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). EEL.4.3.c.Communicate effectively with peers and adults. Vocabulary Acquisition and Use. L.4.4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. EEL.4.4.Demonstrate knowledge of new vocabulary drawn from reading and content areas. a. Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). EEL.4.4.b.Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).
Fourth Grade English Language Arts Standards: Language CCSS Grade-Level StandardsCommon Core Essential Elements
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. EEL.4.4.c.N/A L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. EEL.4.5.Demonstrate understanding of word relationships. a. N/A b. Recognize and explain the meaning of common idioms, adages, and proverbs. EEL.4.5.b.Use common idioms (e.g., no way, not a chance, you bet). c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). EEL.4.5.c.Demonstrate understanding of opposites. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). EEL.4.6. Use domain-specific words
NSQ National Standards for Quality Online Courses
|A1. A course overview and syllabus are included in the online course||Fully Met|
|A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*||Fully Met|
|A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.||Fully Met|
|A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.||Fully Met|
|A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*||Fully Met|
|A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.||Fully Met|
|A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*||Fully Met|
|A8. Learners are offered an orientation prior to the start of the online course.||Fully Met|
|B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*||Fully Met|
|B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.||Fully Met|
|B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*||Fully Met|
|B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*||Fully Met|
|B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*||Fully Met|
|B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*||Fully Met|
|B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.||Fully Met|
|B8. The online course is free of adult content and avoids unnecessary advertisements.*||Fully Met|
|B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.||Fully Met|
|B10. Documentation and other support materials are available to support effective online course facilitation.*||Fully Met|
|C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.||Fully Met|
|C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.||Fully Met|
|C3. The online course is organized by units and lessons that fall into a logical sequence.||Fully Met|
|C4. The online course content is appropriate to the reading level of the intended learners.*||Fully Met|
|C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.||Fully Met|
|C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.||Fully Met|
|C7. The online course provides regular opportunities for learner-learner interaction.||Fully Met|
|C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*||Fully Met|
|C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*||Fully Met|
|D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies.||Fully Met|
|D2. Valid course assessments measure learner progress toward mastery of content.||Fully Met|
|D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.*||Fully Met|
|D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.*||Fully Met|
|D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.*||Fully Met|
|E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.*||Fully Met|
|E2. The online course design facilitates readability.*||Fully Met|
|E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.*||Fully Met|
|E4. Course multimedia facilitate ease of use.*||Fully Met|
|E5. Vendor accessibility statements are provided for all technologies required in the course.*||Fully Met|
|F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.||Fully Met|
|F2. The online course tools support the learning objectives or competencies.*||Fully Met|
|F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*||Fully Met|
|F4. The course allows instructors to control the release of content.*||Fully Met|
|F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*||Fully Met|
|G1. The online course uses multiple methods and sources of input for assessing course effectiveness.||Fully Met|
|G2. The online course is reviewed to ensure that the course is current.||Fully Met|
|G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews.||Fully Met|
Review Conducted By: Novi Community School District
Date of Review: 05/26/2022
FIRST SEMESTER OUTLINE
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/25/2022|
Students will need the following: