Grade 4 Language

Language 4

Language 4

Course Code:

Department:

Primary

Course development date:

2021

Curriculum Policy Document:

Language, Grades 1 – 8, 2006 Revised

Cost:

CA$ 1000.00

Course Developer:

Elite Private School

Grade 4 Language

Reading

Reading for Meaning
By the end of Grade 4 students will: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Variety of Texts
1.1 read a variety of texts from diverse cultures, including literary texts , graphic texts and informational texts

Purpose
1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes

Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts

Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

Making Inferences/Interpreting Texts
1.5 make inferences about texts using stated and implied ideas from the texts as evidence

Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Analysing Texts
1.7 analyse texts and explain how specific elements in them contribute to meaning

Responding to and Evaluating Texts
1.8 express opinions about the ideas and information in texts and cite evidence from the text to support their opinions

Point of View
1.9 identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives

2. Understanding Form and Style
By the end of Grade 4 student will: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Text Forms
2.1 explain how the particular characteristics of various text forms help communicate meaning, with a focus on literary texts such as a diary or journal graphic texts such as a brochure and informational texts such as an encyclopedia

Text Patterns
2.2 recognize a variety of organizational patterns in texts of different types and explain how the patterns help readers understand the texts

Text Features
2.3 identify a variety of text features and explain how they help readers understand texts

Elements of Style
2.4 identify various elements of style - including alliteration, descriptive adjectives and adverbs, and sentences of different types, lengths, and structures - and explain how they help communicate meaning

3. Reading With Fluency
By the end of Grade 4, students will: use knowledge of words and cueing systems to read fluently.

Reading Familiar Words
3.1 automatically read and understand high-frequency words, most regularly used words, and words of personal interest or significance in a variety of reading contexts

Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:

Reading Fluently
3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience

4. Reflecting on Reading Skills and Strategies
By the end of Grade 4, students will: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Metacognition
4.1 identify, in conversations with the teacher and peers or in a reader's notebook, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers

Interconnected Skills
4.2 explain, in conversations with the teacher and peers or in a reader's notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read

Writing

1. Developing and Organizing Content
By the end of Grade 4, students will: generate, gather, and organize ideas and information to write for an intended purpose and audience.

Purpose and Audience
1.1 identify the topic, purpose, and audience for a variety of writing forms

Developing Ideas
1.2 generate ideas about a potential topic using a variety of strategies and resources

Research
1.3 gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources

Classifying Ideas
1.4 sort and classify ideas and information for their writing in a variety of ways

Organizing Ideas
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers and organizational patterns

Review
1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

2. Using Knowledge of Form and Style in Writing
By the end of Grade 4, students will: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Form
2.1 write more complex texts using a variety of forms

Voice

2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement

Word Choice
2.3 use specific words and phrases to create an intended impression

Sentence Fluency
2.4 use sentences of different lengths and structures

Point of View
2.5 identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view

Preparing for Revision
2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features

Revision
2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies

Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
By the end of Grade 4, students will: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Spelling Familiar Words
3.1 spell familiar words correctly

Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

Vocabulary
3.3 confirm spellings and word meanings or word choice using different types of resources appropriate for the purpose

Punctuation
3.4 use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: the apostrophe to indicate possession, and quotation marks to indicate direct speech

Grammar
3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: common and proper nouns; verbs in the simple present, past, and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; and conjunctions

Proofreading
3.6 proofread and correct their writing using guidelines developed with peers and the teacher

Publishing
3.7 use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout

Producing Finished Works
3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies

4. Reflecting on Writing Skills and Strategies
By the end of Grade 4, students will: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Metacognition
4.1 identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers

Interconnected Skills
4.2 describe, with prompting by the teacher, how their skills in listening, speaking, reading, viewing, and representing help in their development as writers

Portfolio
4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice

Writing

1. Understanding Media Texts
By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and audience for a variety of media texts

Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and construct meaning in media texts

Responding to and Evaluating Texts
1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions

Audience Responses
1.4 explain why different audiences might respond differently to specific media texts

Point of View
1.5 identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used

Production Perspectives
1.6 identify who produces various media texts and the reason for their production

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify elements and characteristics of some media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 describe in detail the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Media Literacy

1. Understanding Media Texts
By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and audience for a variety of media texts

Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and construct meaning in media texts

Responding to and Evaluating Texts
1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions

Audience Responses
1.4 explain why different audiences might respond differently to specific media texts

Point of View
1.5 identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used

Production Perspectives
1.6 identify who produces various media texts and the reason for their production

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify elements and characteristics of some media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 describe in detail the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Final Reporting

Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There is no final assessment, such as an exam, in this course.