Your SlideShare is downloading. ×
Fourth Grade Reading Curriculum Map 2011 2012
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Fourth Grade Reading Curriculum Map 2011 2012

2,238
views

Published on

Published in: Education

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,238
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. 4th Grade Reading Curriculum Map Isaac School District No. 5 IDistrict No. 5Authors: SchoolTrinity Garewal MitchellChristine Ramirez District OfficeScott Dobkovsky MoyaMarcy Granillo MoyaPatricia Parcks P.T. CoeRationaleRationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen objectives that are the most heavily weighted onAIMS and are critical for students to master before promotion to fifth grade.Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter the performance objectivesspiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.
  • 2. 4th Grade Reading Curriculum Map Isaac School District No. 5As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year tosupport student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHINANY QUARTER ON GALILEO.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 3. 4th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills VOCABULARY STRATEGIESS1C4PO1 Root words and affixes Use knowledge of root words and affixes to determine the meaning of unknown words.S1C4PO2 Meaning of a word Use context to determine the relevant meaning of a word. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts ofS1C4PO5 Reference Aids speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.S1C4PO6 Antonym, synonyms, and homonyms Identify antonyms, synonyms, and homonyms for given words within text.S1C5PO1 FLUENCY Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. COMPREHENSION STRATEGIESS1C6PO1 Text content using prior knowledge Predict text content using prior knowledge and text features (e.g. illustration, titles, topic sentences, key words).S1C6PO2 Predictions about text Confirm predictions about text for accuracy.S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text.S1C6PO4 Graphic Organizer Use graphic organizers in order to clarify the meaning of the text.S1C6PO5 Text to experience Connect information and events in text to experience and to related text and sources.S1C6PO6 Reading Strategies Use reading strategies (e.g. drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 4. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Literary ElementsCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Literary elements are present in fictional selections. How does knowing literary elements help in summarizing fictional text?Each literary element serves a specific purpose in functional text. How does literature contribute to a better understanding of yourself in relation to the world around you?Readers use literary elements to summarize text. What are literary elements and why are they important?Character traits can influence the resolution based on the decisions thecharacters make. How might the character’s traits influence the decisions he/she makes that can impact the outcome of the text? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Main problem or conflict of a plot Explain the main problem or conflict in a plot. Plot in a narrative. ResolutionS2C1PO2 Resolution in a narrative Identify the resolution of a problem or conflict in a plot. Conflict Setting NarrativeS2C1PO7 Setting Describe all aspects of the setting (e.g., time of day or year, historical period, place, situation). Historical Period Major characterS2C1PO4 Characters Distinguish between major characters and minor characters. Minor character Traits* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 5. 4th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO5 Character traits Describe a character’s traits using textual evidence (e.g., Dialogue dialogue, actions, narrations, illustrations). Illustration Classify common forms of literature (e.g., poetry, novel, short NarrationsS2C1PO10 Forms of literature story, biography, autobiography, drama) based upon their Poetry characteristics. NovelS2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Short story selection Biography Autobiography Drama* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 6. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Poetry ElementsCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Poems are structured differently from other types of text. Why should poetry be read differently from other types of text?Poetry is an expression of one’s feelings and emotions. How do you identify characteristics and structural elements in poetry?Poetry can be read as literal or figurative. How does the sensory words in poems enhance different feelings and emotions?Literal and figurative language can enhance the expression of poems. What is the difference between the different types of figurative language? How do different types of figurative language help deliver the poem’s message? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO9 Poetry characteristics and Identify characteristics and structural elements (e.g., Poem structural elements imagery, rhyme, verse, rhythm, meter) of poetry. PoetryS1C4PO3 Figurative and literal language Determine the difference between figurative language and Poet literal language. Imagery* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 7. 4th Grade Reading Curriculum Map Isaac School District No. 5S1C5PO1 Fluency in poetry Read from familiar prose and poetry with fluency and Rhyme • Rhythm appropriate rhythm, pacing, intonation, and expression Verse • Pacing relevant to the text. Rhythm • Intonation • Expression Meter Prose*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Expression selection IntonationS1C4PO4 Similes, personification, and idioms Identify figurative language, including similes, Pacing personification, and idioms. Figurative language Literal language Similes Personification Idioms Interpret Fluency Line Stanza Sensory words* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 8. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Literary ElementsCluster: 3Big Ideas/Enduring Understandings Essential Question(s)The setting of literary selections can influence other literary elements. What is the relationship between the characters, events and setting?Not all characters hold the same level of importance in the plot. How can you determine the roles of the characters through textual evidence?Textual evidence can help students compare/contrast traits of different How might actions of a character help describe the character’scharacters. traits/personality? How might the story be the same/different if it had a different setting? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO8 Characters, events, and setting Compare (and contrast) the characters, events, and setting Characters in a literary selection. Events Setting*S2C1PO4 Major and minor characters [Differentiate] between major and minor characters. Compare Contrast*S2C1PO5 Character traits [List] a character’s traits using textual evidence (e.g., Major characters dialogue, actions, narrations, illustrations). Minor characters Character traits*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Textual evidence selection Dialogue* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 9. 4th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO1 Main problem or conflict of a plot [Explain] the main problem or conflict in a plot. Actions in a narrative. Narrations*S2C1PO2 Resolution in a narrative [Summarize] the resolution of a problem or conflict in a plot. Illustrations Antonym Synonym*S2C1PO7 Setting [Describe] all aspects of the setting (e.g., time of day or year, historical period, place, situation). Plot Resolution*S2C1PO4 Characters [Classify] between major characters and minor characters. Conflict SettingS2C2PO1 Historical and cultural aspects Describe the historical and cultural aspects found in cross- Narrative cultural works of literature. Historical Period Character traits*S2C1PO10 Forms of literature [Classify] common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon Personality their characteristics. Characteristic Dialogue Illustration Narrations Novel Short story Biography Autobiography Drama Cultural aspect* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 10. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Structures of Expository TextCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Expository texts provide factual information with main ideas and supporting What does expository text look like in the real world?details. How can facts from expository text help you form opinions about certainFacts from expository text can help readers form opinions about topics. topics?Expository texts use supporting details to enhance the understanding of main How does supporting details help you determine the main ideas?ideas.Using reference materials can help you find information on specific topics. How does knowing what type of information you need help you determine which reference materials to utilize? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Main idea and supporting details [Explain] the main idea and supporting details in expository Main Idea in expository text. text. Supporting details FactS3C1PO2 Fact and opinion in expository text. Distinguish fact from opinion in expository text. Opinion Organizational Features Indices Captions Graphic Features* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 11. 4th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO6 Graphic features Interpret information from graphic features (e.g., charts, Diagrams • Charts maps, diagrams, illustrations, tables, timelines) in expository Expository • Maps text. Concept • Diagrams • Illustrations Meanings • Tables Pronunciation • Timelines SyllabicationS3C1PO5 Reference sources Identify appropriate print and electronic reference sources Synonyms (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, Antonyms periodical, textbooks, CD-ROM, website) needed for a Parts of speech specific purpose. ChartsS3C1PO4 Text Features Locate specific information by using organizational features Maps • Illustrations (e.g. table of contents, headings, captions, bold print, Diagrams • Titles glossaries, indices, italics, key words, topic sentences, Illustrations • Topic sentences concluding sentences) of expository text. Tables • Key words Timelines Reference material* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 12. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Functional Text FeaturesCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Functional texts are read for specific purposes everyday. How does personal experience help you understand functional text?Functional texts are organized differently from other types of text. How does the author’s purpose determine what you do with the text? What distinguishes functional text from other types of text? How have you used functional text to help you in your life? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Functional text Interpret details from functional text for a specific Functional text purpose (e.g., to follow directions, to solve problems, to Expository perform procedures, to answer questions). Author’s purpose MemosS3C2PO1 Information from functional text Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search Directory engines, signs, manuals, instructions, recipes, labels, forms). Search Engines PamphletsS3C1PO3 Author’s main purpose in Determine authors main purpose (e.g., to inform, to describe, Manuals expository text to explain) for writing the expository text.* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 13. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Literary ElementsCluster: 6Big Ideas/Enduring Understandings Essential Question(s)A plot has a series of actions from the problem to the resolution. What is a problem you read about in a story? How was it resolved?Many stories have a theme, moral, or underlying message. What is the underlying message/theme/moral in the text?Fables, folktales, fairytales, and legends all have unique characteristics. What characteristics fables, folktales, fairytales, and legends contain? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO3 Moral of a literary selection Identify the moral of a literary selection (e.g., fables, Main Problem • Fables folktales, fairytales, legends). Conflict • Folktales Plot • Fairytales • Legends Resolution*S2C1PO1 Main problem or conflict of a plot [Articulate] the main problem or conflict in a plot. Synonym in a narrative Antonym Fables*S2C1PO2 Resolution in a narrative [Predict] the resolution of a problem or conflict in a plot. Folktales Fairytales*S2C1PO4 Major and minor characters [Generalize] between major characters and minor characters. Legends Theme* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 14. 4th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO5 Character traits [Examine] a character’s traits using textual evidence (e.g. Message dialogue, actions, narrations, illustrations). Moral/Lesson*S2C1PO8 Character, events, setting Compare (and contrast) the characters, events, and setting in a Novel literary selection. Genre Biography*S2C1PO6 Speaker or narrator Identify the speaker or narrator in a literary selection. Autobiography Drama*S2C1PO7 Setting [Classify] all aspects of the setting (e.g. time of day or year, Short stories historical period, place, situation). Setting*S2C1PO10 Common forms of literature [Differentiate] common forms of literature (e.g., poetry, novel, Major/Minor short story, biography, autobiography, drama) based upon character their characteristics. Character trait Characteristic Narrator/Speaker* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 15. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Interpreting Expository TextCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Conclusions can be made from expository text. How are cause and effect important in drawing valid conclusions?Every event has a cause and effect. How do you use facts and opinions to draw conclusions about the topic?The author’s purpose determines the structure of the text. How are the events connected to form a cause and effect relationship?Reference aids can be used to help locate specific information. How does the structure of the text help you to determine the author’s purpose?Text features can help readers locate specific information. How will you determine the best resource to use in order to locate the information needed? How might text features help you locate information? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO8 Valid conclusions from Draw valid conclusions based on information gathered Conclusion expository text from expository text. Expository CauseS3C1PO7 Cause and effect in expository text Distinguish cause and effect. Effect Author’s position*S3C1PO2 Fact and opinion [Classify] fact from opinion in expository text. Persuasive Text features* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 16. 4th Grade Reading Curriculum Map Isaac School District No. 5*S3C1PO3 Author’s Main Purpose: [Analyze] the authors main purpose (e.g., to inform, to Topic sentences • Inform describe, to explain) for writing the expository text. Key words • Describe Illustrations • ExplainS3C3PO2 Persuasive vocabulary Identify persuasive vocabulary (e.g., loaded/emotional words, Identify exaggeration) used to influence readers’ opinions. Predictions Accuracy*S3C1PO6 Graphic Features [Interpret] information from graphic features (e.g., charts, References • Charts maps, diagrams, illustrations, tables, timelines) in expository • Maps text. • Encyclopedia • Diagrams • Atlas • Illustrations • Almanac • Tables • Timelines • Thesaurus*S3C1PO5 Reference sources [Determine] appropriate print and electronic reference sources • Periodical (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, • CD-ROM periodical, textbooks, CD-ROM, website) needed for a • Website specific purpose. • Research* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 17. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive TextCluster: 9Big Ideas/Enduring Understandings Essential Question(s)Persuasive texts contain authors’ positions. How is persuasive text different from other types of informational text (expository, functional)?The purpose of persuasive text is to get the reader to change theiropinion on or take action on something. What is the purpose of persuasive text? Why do people use persuasive text?Persuasive texts contain literal and figurative language to influencereaders viewpoint. What techniques do writers use to write persuasive text?The author’s position in a persuasive can influence the reader’s opinion of aparticular idea, subject, concept, or object. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS3C3PO1 Author’s position about: Determine the author’s position regarding a particular Author’s position • Particular ideas idea, subject, concept, or object. Loaded/emotional • A subject words • A concept Exaggeration • An object*S3C3PO2 Persuasive Vocabulary Fact [Interpret] persuasive vocabulary (e.g. loaded/emotional words, exaggeration) used to influence readers’ opinions. Opinion Persuade* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 18. 4th Grade Reading Curriculum Map Isaac School District No. 5*S1C4PO3 Literal and Figurative Language [Validate] the difference between figurative language and Literal language literal language. Figurative*S3C1PO3 Author’s main purpose language [Categorize] authors main purpose (e.g., to inform, to describe, to explain) for writing the expository text. Caption*S3C1PO6 [Examine] information from graphic features (e.g., charts, Heading Graphic features • Charts maps, diagrams, illustrations, tables, timelines) in expository Bold print • Diagrams text. Italics • Illustrations Key words Conclusions*S3C1PO4 Text Features [Interpret] specific information by using organizational Charts • Illustrations features (e.g. table of contents, headings, captions, bold print, • Titles glossaries, indices, italics, key words, topic sentences, Diagrams • Topic sentences concluding sentences) of expository text. Illustrations • Key words Tables*S3C1PO8 Valid conclusions from expository Draw valid conclusions based on information gathered from text expository text.*S3C1PO2 Fact and opinion [Compare] fact from opinion in expository text.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 19. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4Unit Name and Description: Poetry Elements (Revisited)Cluster: 10Big Ideas/Enduring Understandings Essential Question(s)Poems are structured differently from other types of text. How do you identify characteristics and structural elements in poetry?Literal and figurative language can enhance the expression of poems. What is the difference between the different types of figurative language? How do different types of figurative language help deliver the poem’s message? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S2C1PO9 Poetry characteristics and [Compare] characteristics and structural elements (e.g., Poem structural elements imagery, rhyme, verse, rhythm, meter) of poetry. Poetry*S1C4PO3 Figurative and literal language [Analyze] the difference between figurative language and Poet literal language. Imagery Rhyme*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Verse selection Rhythm*S1C4PO4 Similes, personification, and idioms [Classify] figurative language, including similes, Meter personification, and idioms. Prose Figurative language Literal language* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 20. 4th Grade Reading Curriculum Map Isaac School District No. 5 Similes Personification Idioms Interpret Line Stanza Sensory words* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 21. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4Unit Name and Description: Structures of Expository Text (Revisited)Cluster: 11Big Ideas/Enduring Understandings Essential Question(s)Expository texts provide factual information with main ideas and supporting What does expository text look like in the real world?details.Expository texts use supporting details to enhance the understanding of main How does supporting details help you determine the main ideas?ideas. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Main idea and supporting details [Explain] the main idea and supporting details in expository Main Idea in expository text text. Supporting details Fact*S3C1PO2 Fact and opinion in expository text Compare fact from opinion in expository text. Opinion* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 22. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4Unit Name and Description: Functional Text Features (Revisited)Cluster: 12Big Ideas/Enduring Understandings Essential Question(s)Functional texts are read for specific purposes everyday. How does the author’s purpose determine what you do with the text?Functional texts are organized differently from other types of text. What distinguishes functional text from other types of text? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C2PO2 Functional text Interpret details from functional text for a specific Functional text purpose (e.g., to follow directions, to solve problems, to Expository perform procedures, to answer questions). Author’s purpose Memos*S3C2PO1 Information from functional text Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search Directory engines, signs, manuals, instructions, recipes, labels, forms). Search Engines*S3C1PO3 Author’s main purpose in Determine authors main purpose (e.g., to inform, to describe, Pamphlets expository text to explain) for writing the expository text Manuals* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 23. 4th Grade Reading Curriculum Map Isaac School District No. 5 This page is intentionally left blank.* = POs previously introduced Bold = Priority PO 23Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 24. 4th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following clusters are from the subsequent grade level (5th grade)Unit Name and Description: Plot ElementsCluster: 13Big Ideas/Enduring Understandings Essential Question(s)Events in a text happen in a specific order. Why is conflict necessary in a good story?A character’s traits and actions are important to the plot. How does an author build a story to reach a climax?A plot is a necessary component of a literary text. Why is the sequence of events important in a story?Authors use characters to influence the reader. How are plot, setting, theme, and character related?People read many different types of narrative literature for entertainment. How do a character’s actions and words help you form an opinion about the character?Events from literary selections can relate to life experiences. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, Plot conflict, rising action, climax, falling action, resolution). Components • main events Main events • conflicts Conflicts • rising action Rising action Climax • climax Falling action • falling action Resolution • resolution Major characters* = POs previously introduced Bold = Priority PO 24Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District
  • 25. 4th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO3 Major characters & minor Distinguish between major characters and minor characters. Minor characters characters Character traitsS2C1PO4 Character’s traits, character’s Analyze how a character’s traits influence that character’s Setting actions actions. InfluenceS2C1PO6 Setting, literary selection [Verify] of all the aspects of the setting (e.g., time of day or Clarify year, historical period, place, situation) in a literary selection. Drawing • time of day conclusions • historical period Inferences • place Narrator • situation Narrative point ofS2C1PO2 Theme Identify the theme (moral, lesson, meaning, message, view or view comment on life) of a literary selection. First person • moral Third person • lesson Omniscient • meaning • message • view or comment on lifeS2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third • first person person, omniscient in a literary selection. • third person • omniscient* = POs previously introduced Bold = Priority PO 25Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011Underlining = Cognitive rigor Isaac School District