• Home
  • /
  • Fourth Grade
  • /
  • ELAR: Reading Literary Nonfiction and Growing Our Quality of Writing

ELAR: Reading Literary Nonfiction and Growing Our Quality of Writing

Suggested Time Frame: 23 Instructional Days

        
Genre Focus

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
(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

As it applies to 4.7A –
4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme; -S

As it applies to 4.7A –
4.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) sequence and summarize the plot’s main events and explain their influence on future events; -R
(B) describe the interaction of characters including their relationships and the changes they undergo; and -R
(C) identify whether the narrator or speaker of a story is first or third person. -S

4.7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:
(A) identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography. -S

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:
(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

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:
(i) verbs (irregular verbs);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
(vii) correlative conjunctions (e.g., either/or, neither/nor);
(viii) use time-order transition words and transitions that indicate a conclusion; -S
(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;
(iii) languages, races, and nationalities;
(C) recognize and use punctuation marks including: -R
(i) commas in compound sentences; -S

4.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);