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ELAR: Reading for Meaning in Informational Texts; Raising the Quality of Writing to Explain

Suggested Time Frame: 23 Instructional Days

        
Genre Focus

Reading –
4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; -R
(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; -R
(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. -R

4.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to
(A) explain the difference between a stated and an implied purpose for an expository text. -R

4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main idea and supporting details in text in ways that maintain meaning; -R
(B) distinguish fact from opinion in a text and explain how to verify what is a fact; -S
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and -R
(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. -R

4.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: -S
(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and
(C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).

Writing –
4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) create brief compositions that: -R
(i) establish a central idea in a topic sentence; -S
(ii) include supporting sentences with simple facts, details, and explanations; and -S
(iii) contain a concluding statement; -S
(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing);

Oral & Written Conventions

4.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: -R
(i) verbs (irregular verbs);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
(vii) correlative conjunctions (e.g., either/or, neither/nor); and
(viii) use time-order transition words and transitions that indicate a conclusion; -S
(B) use the complete subject and the complete predicate in a sentence; and
(C) use complete simple and compound sentences with correct subject-verb agreement.

4.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(B) use capitalization for: -R
(i) historical events and documents; -S
(C) recognize and use punctuation marks including:
(i) commas in compound sentences;

4.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) spell words with more advanced orthographic patterns and rules: -R
(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet, child/children);
(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and
(v) silent letters (e.g., knee, wring); -S