This document outlines the 4th grade writing curriculum map for the Isaac School District. It includes performance objectives, knowledge, and skills that will be taught throughout the school year to support student mastery of writing. The curriculum map is divided into quarters, with units focusing on different writing genres including personal narratives, expository writing, and expressive writing. Recurring concepts like using details, organization, sentence structure, and conventions are integrated across the units. The document provides essential learning targets and assessments for each standard and identifies priority standards in bold.
Aquire useful techniques for effective writing and learn skills that apply to all forms of writing. Writing PowerPoint Presentation Content slides includes topics such as: 16 rules of writing, 26 writing tips, writing pitfalls, excercises, applications, 8 slides on sentence structuring, writer’s block, solution to writer’s block, brainstorming, 4 slides on free writing, 5 slides on letter writing, introductory letters, sales writing, sales letters, report writing, framing a report, tips and mistakes for media dealings, how to’s and much more.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Aquire useful techniques for effective writing and learn skills that apply to all forms of writing. Writing PowerPoint Presentation Content slides includes topics such as: 16 rules of writing, 26 writing tips, writing pitfalls, excercises, applications, 8 slides on sentence structuring, writer’s block, solution to writer’s block, brainstorming, 4 slides on free writing, 5 slides on letter writing, introductory letters, sales writing, sales letters, report writing, framing a report, tips and mistakes for media dealings, how to’s and much more.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. 4th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING
S1C1PO1 Ideas Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers,
drawing, writer’s notebook, group discussion, printed material).
S1C1PO2 Purpose of a writing piece Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a
writing piece.
S1C1PO3 Intended audience of a writing piece Determine the intended audience of a writing piece.
S1C1PO4 Organizational strategies to plan writing Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
S1C1PO5 Writing ideas Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.
S1C1PO6 Time management strategies Use time management strategies, when appropriate, to produce a writing product
within a set time period.
DRAFTING
S1C2PO1 Main idea and details Use a prewriting plan to develop a draft with main idea(s) and supporting details.
S1C2PO2 Writing into a logical sequence Organize writing into a logical sequence that is clear to the audience.
REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and
S1C3PO1 Six traits sentence fluency.
S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
2. 4th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ
Standard Knowledge Skills
REVISING Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
S1C3PO3 Words, sentences, and paragraphs
Use a combination of sentence structures (i.e., simple, compound) to improve sentence
S1C3PO4 Sentence structure fluency in the draft.
Modify word choice appropriate to the application in order to enhance the writing.
S1C3PO5 Word choice
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
S1C3PO6 Appropriate tools or strategies for refinement draft.
S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
EDITING Apply proofreading marks to indicate errors in conventions.
S1C4PO3 Proofreading marks
Apply appropriate tools (e.g., peer review, checklists, rubrics) to edit the draft.
S1C4PO4 Editing tools
Use capital letters correctly for:
S2C6PO1 Capital letters a. proper nouns (i.e., names, days, months)
b. titles
c. names of place
d. abbreviations
e. literary titles (i.e., book, story, poem, play, song)
Punctuate endings of sentences using:
S2C6PO2 Punctuation a. periods
b. question marks
c. exclamation points
S2C6PO5 Colon for time Use a colon to punctuate time.
S2C6PO7 High frequency words Spell high frequency words correctly.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
3. 4th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ Knowledge Skills
Standard
EDITING
S2C6PO8 Common spelling patterns Use common spelling patterns/generalizations to spell words correctly, including:
a. r-controlled
b. diphthong
c. vowel digraphs
d. CVC words
e. CCVC
f. CVCC
g. silent e
h. irregular plurals
i. affixes
S2C6PO9 Homonyms Spell simple homonyms correctly in context.
S2C6P10 Resources to spell correctly Use resources (e.g., dictionaries, word walls) to spell correctly.
S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences.
PUBLISHING
S1C5PO1 Appropriate format for audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)
appropriate to audience and purpose.
S1C5PO2 Presentation Share the writing with the intended audience.
S1C5PO3 Margins and spacing Use margins and spacing to enhance the final product.
S1C5PO4 Legible handwriting Write legibly.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
4. 4th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ Knowledge Skills
Standard
LITERARY RESPONSES
S3C5PO1 Reflection to a literature selection Write a reflection to a literature selection. (e.g., journal entry, book review).
S3C5PO2 Book report or review Write a book report or review that identifies the:
a. main idea
b. characters
c. setting
d. sequence of events
e. conflict/resolution
S3C5PO3 Response that demonstrates understanding Write a response that demonstrates an understanding of a literary selection, and
depending on the selection, includes:
a. evidence from the text
b. personal experience
c. comparison to other text/media
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
5. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter : 1
Unit Name and Description: Expressive Writing through Personal Narratives
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?
All writing should be in a logical and sequential order. How can details make a story interesting?
Good writers are aware of their audience when writing a story. How do good writers use different words to express their thoughts and
capture a reader’s interest?
Narratives are based on imagined or real events, observations or memories.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
observations, or memories that includes:
Characters
a. characters
b. setting Setting
c. plot Plot
d. sensory details Sensory Details
e. clear language Logical Sequence
f. logical sequence of events
Audience
Purpose
S2C1PO2 Content and details Provide content and selected details that are well-suited to Resolution
audience and purpose. Closure
Word Choice
S2C2PO2 Create a beginning that captures the reader’s interest. Style
Story beginning
Descriptive Words
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
6. 4th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO5 Story ending Create an ending that provides a sense of resolution or Simple and
closure. compound
sentences
Show awareness of the audience through word choice and Organizational
S2C3PO1 Audience awareness
style. structure
Parts of Speech
Descriptive words and phrases Use descriptive words and phrases that energize the writing. Nouns
S2C4PO2
Action Verbs
Personal Pronouns
Simple and compound sentences Write simple and compound sentences. Adjectives
S2C5PO1
Conjunctions
S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure.
S2C6PO12 Parts of speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action verbs
c. personal pronouns
d. adjectives
e. conjunctions
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
7. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expository Writing
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
Expository writing provides information on a specific topic. Why is it important to record information when writing about specific
information?
Details provide support for the main idea.
Where would you see expository text in the real world?
Sentence fluency is important when writing expository text.
What is a main idea?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Expository Writing Write an expository paragraph that contains: Expository
a. a topic sentence Topic
b. supporting details
Supporting Details
c. relevant information
Relevant
information
S3C2PO1 Topic Information Record information (e.g., observations, notes, lists, charts, Relevant Details
map labels and legends) related to the topic.
Record
Legend/Key
Observation
S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Main Idea
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
8. 4th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO3 Supporting Details Place details appropriately to support the main idea. Sentence Fluency
Natural Sound
Organizational
S2C2PO6 Organization Construct a paragraph that groups sentences around a topic. structure
Summary
Essay
S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Newspaper Article
read aloud. Reflective Paper
Log
*S2C6PO11 Paragraph breaks to indicate Use paragraph breaks to indicate an organizational structure. Journal
organization
S3C2PO3 Variety of expository forms Write in a variety of expository forms (e.g., essay, summary,
newspaper article, reflective paper, log, journal).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
9. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expressive Writing
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?
All writing should be in a logical and sequential order. How can details make a story interesting?
Narratives are based on imagined or real events, observations or How do good writers use different words to express their thoughts and
memories. capture a reader’s interest?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
observations, or memories that includes:
Characters
a. characters Setting
b. settings Plot
c. plot Sensory Details
d. sensory details
e. clear language
f. logical sequence of events
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
10. 4th Grade Writing Curriculum Map
Isaac School District No. 5
S3C1PO2 Variety of expressive forms Write in a variety of expressive forms (e.g., poetry, skit) that Logical Sequence
may employ: Figurative language
a. figurative language
Rhythm
b. rhythm
c. dialogue Dialogue
d. characterization Characterization
e. plot Appropriate Format
f. appropriate format Transitional Words
Topic
S2C1PO1 Clear and direct ideas related to Express ideas that are clear and directly related to the topic. Originality
topic Sincerity
Liveliness
S2C2PO4 Transitional words Use a variety of transitional words that creates smooth Humor
connections between ideas. Descriptive Words
Energize
S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor Enhance
appropriate to topic and type of writing. Flow
Effective Dialogue
*S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Natural Dialogue
Apostrophes
Contractions
Singular Possessive
*S2C5PO3 Sentence Fluency Vary sentence beginnings, lengths, and patterns to enhance Connections
the flow of the writing.
S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.
S2C6PO6 Apostrophes Use apostrophes to punctuate:
• contractions
• singular possessive
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
11. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Expository Writing
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Expository writing provides information on a specific topic. Why is it important to record information when writing about specific
information?
Details provide support for the main idea.
Where would you see expository text in the real world?
Sentence fluency is important when writing expository text.
What is a main idea?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C2PO2 Expository Writing Write an expository paragraph that contains: Expository
a. a topic sentence Topic
b. supporting details
Supporting Details
c. relevant information
*S3C2PO1 Topic Information Relevant
Record information (e.g., observations, notes, lists, charts, information
map labels and legends) related to the topic.
Relevant Details
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Record
Legend/Key
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
12. 4th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C2PO3 Supporting Details Place details appropriately to support the main idea. Observation
Main Idea
*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic. Sentence Fluency
Natural Sound
Organizational
*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Structure
read aloud.
*S2C6PO11 Organization Use paragraph breaks to indicate an organizational structure.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
13. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Functional Writing
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
Functional text is an integral part of our daily lives. How is functional text relevant to your everyday life?
There are different types of functional text. Why is it important to be able to interpret specific information in functional
text?
What are different types of functional text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional Text
procedures, rubrics, labels, graphs/tables). Rubrics
S3C3PO2 Communications Write communications, including: Friendly/Formal
a. thank-you notes Letters
b. friendly letters Invitations
c. formal letters
Envelopes
d. messages
e. invitations Correspondence
Recipient
S3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Communication
a. an appropriate return address
b. an appropriate recipient address
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
14. 4th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C1PO2 Ideas Provide content and selected details that are well-suited to Audience
audience and purpose.
Purpose
S2C2PO1 Type of writing structure Use a structure that fits the type of writing (e.g., letter format, Style
narrative, lines of poetry). Terminology
Sentence Fluency
*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Greetings
style. Closings
Series
S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Introductory Words
of writing.
*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when
read aloud.
S2C6PO3 Commas Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
15. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Writing
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
Persuasive writing is intended to persuade the reader. What is the purpose of persuasive writing?
Through the use of specific vocabulary the reader’s thoughts, beliefs and What are some examples of persuasive writing that you have seen or heard?
feelings may be persuaded.
How might persuasive writing influence a reader’s thoughts, beliefs and
Persuasive topics should be relevant to the intended audience by the use of feelings?
vocabulary.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C4PO1 Persuasive text Write persuasive text (e.g., advertisements, paragraph) that Persuasive Text
attempts to influence the reader. Advertisements
Influence
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Relevant Details
Topic
*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
16. 4th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Audience
style.
Style
S2C4PO1 Word Choice Use a variety of specific and accurate words that effectively Convey
convey the intended message. Literal Language
Figurative
*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Language
of writing. Terminology
Rhyming
S2C4PO4 Literal and figurative language Use literal and figurative language in a variety of ways (e.g., Imitating
imitating, creating new words, rhyming),although may be Dialogue
inconsistent or experimental. Quotation Marks
Effective Dialogue
*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Natural Dialogue
Sentence Fluency
S2C6PO4 Quotation Marks Use quotation marks to punctuate:
a. dialogue (although may be inconsistent or
experimental)
b. titles
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
17. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance Objectives
Unit Name and Description: Research
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
An informational report includes main ideas and relevant details. Why might organizing notes in a meaningful sequence help a writer?
Paraphrased information is a summary of what the author originally wrote. How is a research paper different from other types of writing?
Notes need to be written in a sequential order to help the writer effectively How would knowing how to write a research paper help a student in the real
write a research paper. world?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C6PO3 Informational report Write an informational report that includes main idea(s) and Informational
relevant details.
Relevant Details
Paraphrase
Reference
materials
S3C6PO1 Paraphrase Paraphrase information from a variety of sources (e.g.,
Sequential
Internet, reference materials).
S3C6PO2 Organization Organize notes in a meaningful sequence.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
18. 4th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance Objectives
Unit Name and Description: Functional Writing
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Letters are a form of correspondence. How is functional text relevant to your everyday life?
Functional text is part of their lives. Where would you see types of functional text?
Through functional text they must apply appropriate vocabulary for the What is the purpose of functional text?
intended audience.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional text
procedures, rubrics, labels, graphs/tables). Rubrics
*S3C3PO2 Communications Write communications, including: Friendly/Formal
a. thank-you notes Letters
b. friendly letters Invitations
c. formal letters Envelopes
d. messages
e. invitations Correspondence
*S3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Recipient
a. an appropriate return address
b. an appropriate recipient address
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010
19. 4th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C1PO2 Ideas Provide content and selected details that are well-suited to Communication
audience and purpose.
Audience
*S2C2PO1 Type of writing structure Use a structure that fits the type of writing. (e.g. letter format, Purpose
narrative, lines of poetry). Style
Terminology
*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Sentence Fluency
style. Greetings
Closings
*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Series
of writing. Introductory words
*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when
read aloud.
*S2C6PO3 Commas Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010