Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697795877727.pdf (Dominica)
GRADE 4 1 CONTENT PAGE Acknowledgements 2 Introduction 3 Curriculum Guide Overview 4 Note to the teachers 5 Terms used in Guide General Learning Outcomes for Grade Curriculum themes Success Criteria – Term 1 Term 1 Unit 1- Theme 1 Term 1 Unit 2- Theme 2 Success Criteria – Term Term 2 Unit 1- Theme 3 Term 2 Unit 2- Theme 4 Success Criteria – Term 3 Term 3 Unit 1- Theme 5 Term 3 Unit 2- Theme 6 Appendix 2 ACKNOWLEDGEMENT The Curriculum Development Unit is grateful to the following for their contribution in the development of the New Grade 4 Language Arts Curriculum Guide.
Mr. Nicholas Goldberg (SEO Curriculum Measurement & Evaluation Unit) John Bleau (consultant), Mornlight Nanthan & Ernie Jno Finn - Learning Support advisors Members of the Language Arts sub-committee who assisted in the final draft and proofing of the Language Arts Curriculum: - Roosevelt Douglas Primary - Portsmouth Secondary School -Isaiah Thomas Secondary School -St Martin Primary - Roseau Primary Jeanette Carriere Sylvia Valerie Cyrilla Anslem Anita Williams Joyce Celestine Rosemund - Massacre Primary Nadia Prevost - -Wesley primary Rosemund Isamael - Mahaut Primary Jacinta Marcellin - Penville Primary General Editor- Raymond Henderson Secretaries of the unit Shermine Bardouille – Coordinator of the Grade 4 Language Arts Curriculum Guide (2010) 3 INTRODUCTION English as part of Dominica’s Cultural Heritage Historically, English has been the officially recognized spoken and written language of Dominica since its colonial link with Britain, and now as a full member of the British Commonwealth of Nations and it represents the linguistic and cultural lifeblood of that grouping.
Dominica plays an important role in this linguistic, cultural and economic world of diversity and therefore, communication, trade and cultural exchange are essential within a global context.

Dominica is a founding member of the Caribbean Examinations Council (CXC), the agency charged with the administration of formal examinations at the regional level.

With English being the language of instruction, it is also the language of educational assessment.
A vast majority of Dominican children speak a dialect or some form of Creole to communicate with others, to express thoughts, feelings and experiences.

Such diverse linguistic repertoire, in many ways, poses certain challenges (e.g.

grammar and comprehension) for the student the school system.

This guide is designed to enable all students to be competent in the use of English at local, regional and international level.
The “Thematic Approach” has been incorporated to present the children with structures in meaningful contexts, while integrating language with other subject areas, viz.

Social Studies, Science, Visual and Performing Arts etc.
In Language Arts, at the Key Stage 1-6 level, students should: • Listen to, read, and view a range of grade-level appropriate oral, print and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences, in a variety of forms, for a variety of purposes and audiences.

• Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers, (viewers, and presenters).
• Assess their own personal language growth and set goals for future growth.

The learning outcomes listed in this curriculum guide describe the specific language knowledge, skills, and strategies that students should develop.

These outcomes, through success criteria form a developmental continuum and guide the teacher in planning units, daily instruction, and classroom activities.

The success criteria also guide student/teacher assessment and evaluation.
4 Curriculum Guide Overview The English Language Arts (LA) Curriculum emphasizes the role of language in communication and learning.

Students need to become confident and competent users of all three language arts strands, with opportunities to listen, speak, read and write.

Success criterias are listed to help teachers to meet the requirements of the Learning Outcomes in each strand of the Programme of Study.
It is important that unit plans are based and developed on curriculum criteria that address the needs, interests, and strengths of students.

The content is so developed in this curriculum to reflect the main action areas: • Attainment Targets • Learning Outcomes • Success Criteria • Suggested Activities • Assessment Strategies A NOTE TO THE TEACHER 5 The proposed National Curriculum suggests that Language Arts be given a minimum of 5 hours of instructional time per week.
It also allows the teacher to dedicate at least one hour blocks for the teaching of the subject.

Instructional units of study weave language learning and opportunities to use language within specific topics or themes.

Relevant units can be planned based on curriculum objectives and a thorough assessment of students' interests and needs.

Organizing the school year into manageable blocks of time by using cohesive units provides both a focus and a sense of direction.
However, it is important to remain flexible to allow for any necessary changes in either focus or direction, according to individual student interests and needs, as each unit progresses.

Opportunities to individualize some activities or instructional and assessment strategies emerge in response to feedback and continuous assessment of students.

Each theme is sub-divided into three topics from which sample activities are derived.
These activities reflect the integration of the different language strands listening & speaking, reading and writing.

The sample activities are intended to give guidance to the teachers but they should not be limited by them.

Teachers are therefore encouraged to make necessary changes and/or adjustments to cater to the needs of the pupils.

A few resource material were suggested however teachers are encouraged to use additional resources (newspaper, subject text, other informational text, poems etc. )
The assessment procedures are in the form of oral and written product and process and may be used to gather information about students’ progress and assist teachers to adapt their teaching to cater for the individual needs of students.

Teachers are advised to refer to the Programme of Study to ensure that success criteria are covered and Learning Outcomes in each strand are achieved.
Suggestion to teachers in teaching the units Read through the entire unit Consider students' needs, interests, and abilities: Plan and modify activities/lesson Identify appropriate initial and culminating activities to begin/end each unit Select appropriate success criteria from those stated in the curriculum guide: Choose the instructional and assessment strategies to be used during the course of the unit Ensure the desired learning outcomes are achieved Identify and gather appropriate resources: Identify possibilities for student reflection: Identify possibilities for teacher reflection: 6 TERMS USED IN THE CURRICULUM GUIDE Attainment target includes the knowledge, skills and understanding which students of different abilities and maturities are expected to demonstrate at the end of Key stage 4.
Learning Outcomes basic levels that a student should achieve at the end of each grade level and key stage Successes Criteria describes what the learner must know, be able to do, attitude they must display to indicate that they have attained the learning outcome .

Skills the capacity to do something well.

(technique/ability) They are usually acquired or learned.

They are what pupils will be able to do during the unit Strategy is a plan of action designed to achieve a particular goal.
Assessment It is used to determine what student know or can do.

It measures progress toward established learning outcomes, and provides a basis for reflection, and feedback to improve teaching and learning.

Resources anything used by teachers and students to assist in the learning process.

e.g.
people, equipment, facilities, reading text Key vocabulary & Concepts some of the key terms that will be discussed during the course of the unit and it is hoped they will become part of pupils written and oral vocabulary 7 General Learning Outcomes for Grade 4 Listening and speaking COMMUNICATING PERSONAL IDEAS, EXPERIENCES & FEELINGS Participate with some confidence in group and class discussion on topics of personal and social interest using appropriate conversational skills PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES Reading MAKING MEANING AT TEXT LEVEL Writing PRODUCE PERSONAL TEXT Use vocabulary and grammar to read view and understand the meaning of print and visual text.
Focus on report and instruction Engaged in writing short stories and personal text appropriate to the purpose and audience at home and abroad.

MAKING MEANING USING CONTEXT Use background knowledge and PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES Use sounds, words and grammar of IAE to create and interpret different oral texts for selected audiences.
Focus on report and explanation experiences to recognize and begin to analyze social, moral and cultural values in materials used in grade 4 class, and relate to own life Use graphics, grammar and vocabulary to plan, organize, produce and edit texts collaboratively and independently.

COMMUNICATING FOR DAILY LIVING MAKING MEANING AT WORD LEVEL TRANSFERRING DATA Ask and respond to questions, listen, respond.
And give instructions, messages and explanation in IAE for various audiences Use context clues, phonic and sight Transfer data in written texts, used in recognition skills to read letter combinations and Grade 4 sight words including some personally significant and high frequency words Grade 4 from one form into another for different purposes and audiences DEVELOPING A POSITIVE ATTITUDE TO ORAL LANGUAGE DEVELOP POSITIVE ATTITUDE TO READING Listen, respond, perform, create and talk about different oral text from global cultures that are appropriate to the interest of Grade 4 students LISTENING AND SPEAKING ACROSS THE CURRICULUM Use vocabulary and grammar of Grade 4 subjects to talk, think, solve problems, process & use information for learning across the curriculum.
Demonstrate enjoyment in selecting, reading and responding independently or with others to a variety of texts READING ACROSS THE CURRICULUM Read and view Grade 4 text to think, reason, solve problems, process and use information for learning across the curriculum.
DEVELOP POSITIVE ATTITUDE TO WRITING Demonstrate initiative to design and produce a range of texts in a variety of forms and share with others for pleasure PRODUCING TEXTS ACROSS THE CURRICULUM Use vocabulary and grammar of Grade 4 subjects to talk, think, solve problems, process and use information for writing across the curriculum 8 GRADE 4 YEAR SUMMARY Term 1 Themes Caribbean Culture September – December Visitors to our Island 2 Friendship January – March/April Marine Life Folktales 3 April – July Topic Caribbean Music Languages spoken in the Caribbean Famous Caribbean Cultural Heroes Who they are Why they come How do we treat our visitors School friends Demonstrating friendship Special friendship Sea creatures Preserving our marine life Tales under the sea Local stories Familiar folktales Tales from around the world Things I Can Do Creative minds Favourite hobbies Familiar inventions Duration 6weeks 6weeks 6weeks 6weeks 6weeks 6weeks 9 Grade Four Language Arts Term 1 Duration: Six Weeks Unit 1 THEME 1: Caribbean Culture Topics Caribbean Music Languages spoken in the Caribbean Famous Caribbean Cultural Heroes Unit 2 THEME 2: Visitors to our Island Duration: Six Weeks Topics Who they are Why they come Where they come from Writing Write
 complete, clear and coherent sentences.
Write organized paragraphs that focus on a central idea.

Vocabulary/Word Study Use the dictionary to find out the origin and derivation of new / unfamiliar words encountered in reading.

Language Structure Write complete sentences with proper capitalization and end punctuation Grade 4 Success Criteria Term 1 By the end of the units pupils will be able to: 10 Reading Read texts at grade level with fluency, appropriate intonation, expression and pacing to show understanding.
Identify unfamiliar words using syntactic (grammar) semantic (meaning )cues Use the blurb to determine its usefulness and relevance of the text Use prior knowledge and information presented in a text to make predictions Write a short summary of a selection.

Determine the roots and affixes (prefixes and suffixes) of words.

Organize an expository paragraph expressing a proposition in a topic sentence and presenting supporting information for the topic.
Use knowledge of roots and affixes to determine the meaning of an unknown / unfamiliar word in an extract.

Read and review information in a text to confirm predictions made about it.

Use the basic elements of narrative structure in writing stories.

Use features of a reading selection, e.g., the title, and illustrations to make predictions about its content.

Write an expository paragraph to present the cause(s) and effect(s) of an incident or event.
Identify the speaker or narrator in fiction and non-fiction text Read grade level text to answer literal, inferential and evaluative questions Write friendly and formal letters Gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources Identify and use information at the a) literacy level e.g.

recall details, sequence events b)inferential level e.g.

drawing conclusions c)critical level e.g.


making judgments Compose effective paragraphs by using basic patterns appropriately (e.g., chronological ordering, order of importance, compare and contrast, process order etc.)

Use new words to convey the intended meaning in writing.

Use a thesaurus to determine words with related or opposite meanings.

(e.g.
(e.g.

synonyms and antonyms) Identify new words presented in a oral communication or listening text and determine the meaning, using the information and context given.

Incorporate new words learned in planned oral presentations.

make connections between words with similar spellings; apply knowledge of vowel patterns to new words; Capitalize- proper names, geographic names, holidays, special events, names of books, magazines, first words in direct speech etc.
use the simple present and past tense of regular and irregular verbs Use the past continuous tense of verbs e.g.

They were feeding the birds when the fire broke out.

Use the future tense of verbs e.g.

He will go fishing tomorrow.

Use appropriate subject/verb agreement in written and oral speech Write sentences using the parts of speech correctly e.g.

nouns, verbs, adjective and adverbs etc.

Know and use correct modifiers.


Use the possessive pronouns “mine, ours, yours, his, hers, its, theirs” to show possession Grade 4 Success Criteria Term 1 Reading Select and examine opening sentences that set scenes, capture interest etc.

Writing Write the descriptions of objects, people, places (within narratives also), using sensory and concrete detail.

11 Use QAR strategies to locate answers to questions about a reading selection.
Determine the sequential or chronological order of presentation of information in an expository passage.

Use features of expository materials e.g.

charts and diagrams to clarify the meaning of an expository text.

Distinguish between fact and opinion Identify the topic sentence in a paragraph and locate relevant details given to support the topic sentence Show understanding of terms used to describe the elements of story grammar.
Identify the reason(s) for an action (or the behavior) of a character in a literary text.

Write responses to literature about stories read, about characters and events comparing stories and characters Write a paragraph explaining a simple process Write notes of different kinds (e.g., thank you, apology).

Use the conventions of Standard English appropriate to grade level in writing.
Use learned strategies to spell high frequency and familiar words correctly (e.g., words from their oral vocabulary, anchor charts, and shared-, guided-, and independent reading texts; words used regularly in instruction across the curriculum) Use a dictionary, thesaurus as an aid in writing.
Respond to print and visual text that they have enjoyed Reads and respond to narrative, recount and instructional texts using graphic organizers Use a journal/diary for recording personal information Read instructional text and Write fluidly and legibly in cursive or manuscript leaving margins at the edges of the paper Vocabulary/Word Study Identify and use blends, digraphs, clusters, sight words appropriate to grade Language Structure use various sentence patterns (e.g., simple, compound, complex, interrogative, and exclamatory) Use context clues for vocabulary comprehension Understand and use elements of structure e.g.
Contractions, compound words, syllabication, inflectional endings.
applying basic spelling rules (e.g., drop the silent e and add ing, change y to i and add es) develop personal word lists of the following to focus attention on need for correct spellings: words frequently misspelled in own writing new vocabulary encountered in literature and in various areas of study words from any source that are of personal interest or challenge Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.
Combine simple sentences into compound and complex sentences for effectiveness and clarity of communication Use the coma -in complex sentences e.g.

When I was ten years old, I had my first birthday party.

-to divide direct speech from the rest of the sentence e.g.

“I have finished all my Juice,” said Peter.

-around a phrase for modifying the preceding noun e.g.

Miss Joseph , my class teacher, will take us to the zoo next week.
Use the auxiliary verbs “was, were, has, have, will, shall” to seek information e’g.

Were you doing your chores when we called?

-Has he seen this picture?

-Have you ever been to America?

-Will she join us after the meeting?


Use a variety of media such as print and electronic, when writing 12 State a main idea, theme or opinion and provide supporting details Use relevant examples, reasons and explanation to support ideas Choose vocabulary that communicates their messages clearly and precisely Collect information from various sources and present it in one simple format e.g.

wall chart, labeled diagram Spell two –syllable words containing double consonants e.g.
bubble, kettle, common Build from other words with similar patterns e.g.

medical, medicine Use the connectives “because, since, although, so, so that, when, while, therefore, first, next, then, if, unless, either... or, neither... nor” e.g.

I’m late because I missed the train.

-Since the rain is so heavy, we can only stay indoors.

-Although Jane is tired , she does not sit down .


distinguish between the main idea/topic sentence from the supporting details and understand the difference between relevant and irrelevant information Predict the meaning of unfamiliar words using different types of cues, including: prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language); Read over writing to revise, edit and improve it.
Make inferences about texts using stated and implied ideas from the texts as evidence Read grade-appropriate texts orally and silently with increasing confidence, fluency, and accuracy Preview text (title, headings, chapters, cover, table of contents) to set a purpose for reading Use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message on packaging for a video game: Identify who produces various media texts and the reason for their production (e.g., GIS Term 1 13 Theme 1 Caribbean Culture Topics Caribbean Music Languages spoken in the Caribbean Famous Caribbean Cultural Heroes The Caribbean Region is made up of a chain of islands.
Though each island is unique in its own way, cultural and linguistic influences forge a common bond which brings them as one.

This unit will focus on three aspects of Caribbean culture: Caribbean Music, Languages Spoken in the Caribbean and Famous Caribbean Heroes.

Students will be introduced to local as well as regional music artist, appreciate linguistic unity within the Caribbean and identify famous local and regional cultural heroes.
Students will also develop positive self-esteem, and pride as a Caribbean national.

N.B All activities should be used as a vehicle for developing language skills.
14 Key concepts and vocabulary Reggae Rhythm Calypso Biography Louis Bennett Jing ping Melody Lyrics Brian Lara Pan music Dancehall Bilingual Famous Caribbean Cultural Heroes Standard English CARIBBEAN CULTURE Creole Caribbean Music Languages Spoken in the Caribbean Dialect Patois Spanish French Bouyon Music Musician Mighty Sparrow Raymond Lawrence Paul Keens Douglas Artist Calypsonian Carnival Heritage Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Music 15 Listening & Speaking Categorize and talk about the various Caribbean music/artist researched.
Reading/Viewing Read information about the different music researched; Collect and interpret data, facts and ideas from information e.g.
Read aloud about steel pan music in Keskidee workbook 5 pg 50 for discussion Compare and contrast any two genres of music Play videos/ tape of recorded music and have pupils listen/view to identify the genres, talk about them and the artists Read about the different Caribbean artists and the genre of music they produce and: Identify details, -words associated with theme e.g.
jazz, reggae, socca, bouyon etc Writing/Representing Use a graphic organizer to compare and contrast any 2 genres of music Write about any Caribbean music researched e.g.

the origin, the island it is most popular in, any popular artist who sings it, (gather and organize ideas and information to write for an intended audience.

Use graphics/media text to enhance presentations Talk about similarities and differences in music (negative and positive) Talk about popular music in Dominica e.g.
calypso, bouyon Listen to local and regional popular calypso and express opinions about them.

Talk about hidden messages in lyrics Compare and contrast the lyrics/melody /make judgments Put a tune to the calypso on pg 49 and sing in groups Create and use local musical instruments e.g.

used in cultural performances Do presentation in song/dance using any genre and talk about it Eg: type of music, origin, etc.
Pupils responses to questions judged using a rubric for oral speaking Focus on comparative adjectives/adverbs State main idea or theme and provide supporting details Complete KWL chart Read text e.g.
Keskidee 5 pg 49 Choose a theme to write a calypso or any genre of choice Identify: main idea and details -authors message - vocabulary/spelling words at grade level Focus on the message that needs to be told and the audience Read other popular calypsos and identify the theme, hidden messages/rhyming words and figurative speech Analyze the language of songs & identify phrase and sentences in local dialect Read local calypsos or any genre of music composed Develop a personal voice in writing Use written calypsos or other songs as a guide to assist in writing Use figurative language in writing Do procedural writing e.g.
how to make a drum/guitar/ etc.

Identify the theme, message -correct words/sentences for local dialect -Identify synonyms for words used Write lyrics to the tune of any popular Caribbean song Focus on choice of words used to bring out intended meaning Write an article critiquing lyrics of song played e.g.
on radio Edit writing for use of correct punctuation Teaching/Learning Skills & Strategies Reading /Comprehension: Main idea KWL strategy Compare/ contrast Make judgment Use of graphic organizer Analyzing, interpreting data Categorizing Read aloud Identify authors’ message, themes Language Structure Adjectives/adverbs Synonyms Punctuation Writing Sequencing Expository writing Reports Songs Phrases/ sentences Figurative language Vocabulary/ Word Study Synonyms Rhyming words Words associated with music Listening and Speaking Oral presentation Singing Dramatizing Giving /following instructions Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Languages spoken in the Caribbean 16 Listening & Speaking Reading/Viewing Writing/Representing Use background knowledge to discuss different dialects used in their country.
Ask questions orally about information presented and give opinion Listen to tape recorded or resource person e.g.

Felix Henderson tell jokes/stories in e.g.

patios/cocoy Tell stories/jokes poems in local dialect Listen to various Caribbean writers speak in their dialect ( tape/video) Read text e.g.

Keskidee Pupils bk.

5 pg.

33 and 35, pupils book 6 pg, 1-4 Write jokes using speech bubbles in their local dialect with emphasis on speech marks.
Identify details/main idea -phrases and sentences Translate sentences to standard English, vice versa Highlight specific words in local dialect and translate to standard English Translate dialect sentences to standard English Create word bank in local dialect and English translation Write a poem in any known local dialect Research information from different sources about various dialects spoken in the Caribbean From text read, write sentences phrases or words written in local dialect from any Caribbean country and rewrite in IAE Read orally (decoding) different texts in any Caribbean dialect Focus on tone, diction, etc.
Present stories, poems ads, reports etc written in dialect ` e.g.

Felix Henderson ads, Attempt to interpret dialect e.g.

Jamaican, Antiguan, Dominican dialect Build word bank.

Create word search puzzle from passage.

Listen to interpret the same sentence read in 3 different dialects Highlight words/sentences from text and use them to teach correct form in Standard English Label objects in dialect form.

Dramatize using aspects of different dialect forms/language.
Sing/choral speech using dialect form Retell story/as in their dialect form (folktale, Creole stories) Determine the meaning of unfamiliar dialect words from research/Creole dictionary/resource persons, newspapers Read script, songs speech or poems Identify instances of e.g.
figurative languages, metaphors, personifications, alliterations, onomatopoeia from text read Answer different levels of questions from texts Write figurative language in poems and paragraphs written in local dialect Publish items written in class newspapers.
Teaching/Learning Skills & Strategies Reading/Comprehension Identifying details Main idea Interpreting Literary devices Retelling Inferences Facts and opinions Summarizing Translation Read aloud Language Structure Speech marks Phrases and sentences Auxiliary verbs Grammatically correct Sentences Quotation marks Writing Poems Paragraphs, Jokes Speech bubbles Labeling Vocabulary/Word Study Word bank with words pertaining to theme Creole words Listening and speaking Dramatize Read aloud Jokes Listen to interpret dialect Sample Activities Term 1 Unit 1 Theme 1: Caribbean Culture – Cultural Heroes Writing/Representing Reading/Viewing Listening & Speaking Talk about people in the country who have contributed to culture.
Research information on a local icon e.g.

Alwin Bully/Raymond Lawrence.

Write a summary about any local cultural icon 17 Interview a resource person e.g.

: cultural elder.

Read biography texts about any cultural hero in Dominica or in the Caribbean – e.g.

Language Tree 5 pg 6 Focus on text structure in informational text -format of the biography text.
Make inferences and draw conclusions Identify: descriptive words - the past tense of verbs Collect and interpret data, facts and ideas about cultural heroes from library or media text etc.

Use resource person’s experiences to stimulate writing Write about the activities of any local icon Use graphics in writing Use effective words in writing Use guided writing strategies Create a poster or scrap book of different icons local/regional.
Teaching/Learning Skills & Strategies Reading/Comprehension Guided reading Making inferences Drawing conclusion Main ideas and Supporting details Fact and fiction Facts and opinion Analyzing text Interpreting data Language Structure Proper nouns Relative and possessive Pronouns Past and future tense Adjectives Antonym View pictures of various cultural persons/icons in the Caribbean Talk freely about the area of culture they have contributed to Give opinions and make valued judgments Talk about any aspect of culture they would like to contribute to Dress like any cultural icon and make oral presentation on character Ask questions to cultural icon Read text e.g.
Keskidee Reader 5 pg.

58-60 or pupil’s bk.

5 pg.

81.
Identify main idea, supporting details, facts and opinions Focus on adjectives, relative pronouns, the past tense of verbs Write simple biography about any Caribbean cultural hero in reference to researched information Use a word processor to create a booklet (Cultural Icons) for reading Writing guided writing Biography, Posters, journals Summarizing Creating scrapbooks Writing process Read about any aspect of Caribbean culture and the persons who have contributed to e.g.
sports, music, storytelling, dance etc.
Draw conclusions, make judgments identify details, facts and fiction, high frequency words at grade level, proper nouns, adjectives, possessive pronouns and the future tense Edit writing for presentation produce clear, well organized explanations of any aspect of culture that they would like to contribute to (In essay/paragraph form, Vocabulary/study skills High frequency grade Level words Antonyms Context clues Dictionary skills Make journal entry of their future aspirations Design a mural of outstanding cultural icons Listening /Speaking Discussing Role-play Interviewing 18 Assessment Resources Term 1 19 Theme 2 Visitors to our Island Topics Who they are they/where do they come from ?
Why they come How do we treat our visitors It is not uncommon to see one or more cruise ships in the harbour on a typical day during the tourist season.

Every year, thousands of people from all walks of life visit the island.

Who are they?

Where do they come from?

Why do they come and how should we treat them?

This unit will help answer these questions.


Through various exercises, students will see the need to demonstrate positive attitude towards visitors to the island, develop appreciation for their interest in different aspects of island life and show hospitality towards visitors.

20 Key concepts and vocabulary Tourist Investors Who are they/ where they come from?
Entertain Courteous Hotel Guest house International Nationals Tourism Pleasure Attraction site Hospitality Cruise ship VISITORS TO OUR ISLAND Business Economy Regional Leisure Vacation What do they do?

Entertainment How do we treat our visitors?

Regional Sport tourism 21 Sample Activities Term 1 Unit 2 Theme 2: Visitors to Our Island - Who are they?

/where they come from?


Listening & Speaking Reading/Viewing Writing/Representing Talk about people who come to our island Categorize the persons who come to the island Use riddles to identify country of origin Read documented information about visitors to the island identify the visitors and the country from which they originated based on the flag Use appropriate words to identify or to describe visitors.
Eg: American, investor, Reggae Star, Cricketer, etc Interview a visitor e.g tourist, business man, artist etc.

using appropriate questions to clarify and obtain information Introduce, welcome, give vote of thanks to the visitor Have visitor talk about where they come from and what they do Recite poems created on the theme Do choral reading Give facts & opinions based on information on the graph Use text features e.g.
graphs, tables, to understand and interpret information Highlight proper adjectives and capitalization Locate countries from which visitors come from on a map and answer high order questions Compile information gathered from interview for reading Highlight new vocabulary words and find meaning using a dictionary Identify details; facts and opinion Identify synonyms/antonyms Present information on a graph about persons who come to our island.

(e.g.
(e.g.

over a two year period ) Interpret information on the graph Ask high level questions Make prediction/inferences Focus on adverbs of time and similes Design a poster depicting visitors Use appropriate media to assist e.g.
scan/print pictures, Write paragraphs giving summaries, reports, and description of persons who visit our island Write riddles that will identify visitors to the country Summarize information presented in graphs/tables Write thank you notes to resource person Teaching/Learning Skills & Strategies Reading/Comprehension Categorizing Using text features Locating information Facts/opinion Making prediction Interpreting Inferences Language Structure Adjectives Capitalization Adverbs Subject/verb Agreement Compile information from interview in an appropriate form for reading using correct conventions Focus on the use of subject/verb agreement in writing Writing Poster Summaries Thank you notes Reports Riddles Use appropriate vocabulary e.g.
use other words for overused words Write word walls with new vocabulary Vocabulary/Word Study Synonyms/antonyms High frequency words Create a poem inviting persons to the island Make journal entries Listening/Speaking Choral reading Riddles Recite poems Interview Sample Activities Term1 Unit 2 Theme 2: Visitors to Our Island - Why did they come Listening & Speaking Reading/Viewing Writing/Representing 22 Discuss why people come to the country giving facts and opinion e.g.
business, sports, sight seeing, Read local brochures and magazines, internet sites telling why visitors come to the island Write an advertisement in order to persuade someone to come to your island Locate specific information and answers to questions Design a brochure (Use pictures listen to a visitor e.g.
peace corps talk about purpose of being in the country Identify reasons relating to why persons come the island Write accounts giving reasons why people come to the island View a documentary about the island and discuss observations Describe places on interest on the island Dramatize a scene e.g.

a tourist coming to the island for a specific purpose Make judgments and draw conclusions Use dictionary/thesaurus to find meaning of new words Read text e.g.
pg.79 Language Tree 5 Classify/categorize information from text Pretend to be a visitor.

Write a composition giving reasons for your visit Write a newspaper article to promote the island as a place where visitors need to come Focus on synonyms, preposition and positional phrase Write an essay persuading someone to come to your island Generate vocabulary words through discussion Sing local songs , recite poems about the island Read text e.g.

pg 1 Reading & Writing Everyday- gr.


4 Sing/ recite the song “O Island in the Sun” Identify the authors’ purpose Use QAR strategy to answer questions about the text Focus on the past participle of verbs Highlight new vocabulary words Pretend to be a tourist.
Write about your experience in the lsland Write a letter of invitation /email to a specific person inviting them to do something in the island Create songs/poems telling why your island is a place people need to visit Teaching/Learning Skills & Strategies Reading/Comprehension Locate information Make judgments Draw conclusion Categorizing/classifying QAR Author’s purpose Language Structure Prepositional phrase Preposition Past participle of verbs Writing Advertisement Develop composition by Giving reason Persuasive essay Invitation letter Songs/poems Email Vocabulary/Word Study Dictionary skills Words from text Synonyms Listening/Speaking Drama Song Poetry Sample Activities Term 1 Unit 2 Theme 2: Visitors to Our Island- How do we treat our visitors 23 Listening & Speaking View film, documentary or advertisement on how visitors to the island need to be treated Reading/Viewing Read text Keskidee pupil’s bk.
5 pg.

33.

Draw conclusion, make inferences identify and irrelevant information Role play situation where visitors are treated badly/well Discuss literal and figurative use of language Identify the authors purpose for writing the text Make connection to self Convert words/sentences from dialect to International Accepted English, and from direct to indirect speech Listen to a resource person e.g.

from tourism office, taxi operator etc.


talk about how to treat visitors Read newspaper clippings, magazines, etc about service to visitors to the island Ask questions to resource person to clarify ideas or to obtain information Identify details, cause and effect relationship Listen to excerpt from radio programme “To Serve With Love” Use dictionary/suffixes an prefixes to find the meaning of new words Give personal opinions Listen to the story e.g.

.
.

“Boundless Grace” to critique, emphasize and give opinion Read text e.g.

“Boundless Grace” Summarize the main idea in the story Compare and contrast information Make predictions before during and after reading Make personal connection Identify elements in the story Focus on: past tense of verbs, -contractions -compound words -spelling patterns Writing/Representing Write a composition e.g.
telling about the treatment you have received as a visitor to the country Edit writing focusing on irrelevant details, proper use of writing conventions, Draw cartoons, write speech bubbles and dialogue using information from text read Write cause and effect paragraphs Write recommendations to service providers Write formal letters of complaints and apologies Write a response to the story e.g.
summarize main points, write a thank you letter to Grace’s father, write an email to the family after the visit etc.
Write a story fiction/non-fiction about an experience visiting a relative in another country Illustrate parts of the story and write sentences about it Make journal entry Teaching/Learning Skills & Strategies Reading/Comprehension Draw conclusion Make inferences Author’s purpose Making connection Details Cause and effect Compare & contrast Summarize Main idea Story elements Language Structure Direct/indirect speech Past tense of verbs Speech marks Writing Writing conventions Draw cartoon Editing Dialogue/speech marks Formal letters Story email Journal Vocabulary/Word Study Compound words Spelling patterns Contractions Dialect word Suffix/prefix Listening/Speaking Role play Giving opinion Assessment Resources 24 LANGUAGE ARTS GRADE Four 25 Term 2 Duration: Six Weeks Unit 1 THEME 3: Friendship Topics: School friends Demonstrating friendship Special friendship UNIT 2 Duration: Six Weeks THEME 4 Marine Life Topic Sea creatures Preserving our marine life Tales under the sea Grade 4 Success Criteria Term 2 By the end of the units pupils will be able to : 26 Reading Identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative
 perspectives (e.g., identify words or phrases that reveal the point of view presented; 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 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 Writing Produce imaginative stories and personal narratives that show insight, development, organization, and effective language Use resources such as personal experiences and themes from the text to stimulate own writing Vocabulary/Word Study Add a range of suffixes to nouns and verbs to make adjectives e.g.
wash washable, hope hopeful, child like, shock shocking Spell words by analogy with other known words e.g.

light, fright Language Structure Use the general determiners “a few, a little, both, each, enough, several, too many, too much, plenty of” to show quantities e.g.

A few boys in my class wear glasses.

I found a little jam in the refrigerator.

Respond critically to literature and other stimuli (oral language and reading) Distinguish between the spelling and meaning of common homophones e.g.
to/two, They’re/their/there, piece/peace generate, gather, and organize ideas and information to write for an intended purpose and audience; Read instructional text and discuss the organization, language structure and punctuation of the text Write a composition of more than one paragraph which has: An introduction that indicates the topics.
express opinions about the ideas and information in texts and cite evidence from the text to support their opinions Express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions (e.g., “I think this documentary about my country is one-sided” Supporting paragraphs in which sufficient information is provided to support the topic.
Concluding paragraph that summarizes main idea recognize and use, when appropriate, figures of speech and figurative language (e.g., similes, metaphors, personification, idioms,) Use the present perfect tense to relate past events to the present e.g.

I have done my exercise already.

Paul hasn’t sent the present yet.

Use the future tense to talk about future events, actions and processes e.g.

He will go fishing tomorrow.

It is going to rain.


Use the plural forms of nouns with ‘y’ changed to ‘I’ and ‘f’ to ‘v’ before adding ‘es’ Use plural and possessive forms of nouns and pronouns Use basic sentence types including negative and interrogative form e.g.

has, hasn’t, do, don’t, does, doesn’t Use knowledge of roots and affixes to determine the meaning of a complex word.

Use knowledge of synonyms and antonyms to determine the meaning of words and phrases in a passage.
Identify words that have more than one meaning and interpret their use in a passage.

Choose words carefully to present information clearly and accurately in planned oral presentations.

Grade 4 Success Criteria Term 2 27 Reading Identify / recognize and sound out complex letter clusters, and read accurately the words in which they occur.

Writing Write a story based on an imagined or real experience.
Use dialogue in a story Distinguish between common forms of literature e.g., poetry, drama, fiction, non-fiction Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work Generate questions about the text based on prior knowledge and the information given.

Compare and contrast information derived from several sources on a selected topic.

Use part of a book to locate specific information e.g.
the table of content chapter headings, glossary, illustrations, captions, and index Identify, discuss, and compare story structure including characters, setting, plot and theme and determine character’s traits and motivations by what the say and do and how the author portrays them Use regular and irregular verbs correctly in sentences.

Use coordination conjunctions correctly in writing.

Revise writing to correct mistakes in word order and sentence formation.
Use inverted commas to indicate direct quotations.

Use the apostrophe appropriately in writing Use quotation marks to indicate the titles of articles, poems, stories.

identify and respond to distinctive features of oral language e.g.

songs, stories, poems Identify the main events of the plot, their causes, and the influence of each event on future actions.
Identify the cause of a particular identify the topic, purpose, and audience for a variety of writing forms Vocabulary/Word Study Decode multi-syllable words using knowledge of common roots derived from Greek and Latin and affixes e.g.

inter-, intra-, un-, re-, pre-, bi-, and use this knowledge to analyze the meaning of complex words e.g.

nation, nationality, international, thermometer Identify and use words that double the final consonant before adding ending e.g.
“stopping’, ‘planning’ Identify and use words that drop the final ‘e’ before ending e.g.

‘coming’ Language Structure Identify noun types e.g.
collective, masculine/feminine, proper/common and use nouns as subject words in sentences Use noun substitutes ‘he’, ‘she’, ‘it’, ‘your’, ‘mine’, ‘theirs’ 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 Use quotation marks to denote direct speech e.g.
“How was your first day at work?” asked Mrs. Chan apply knowledge of letter patterns and rules for forming regular and irregular plurals and possessive contractions; identify roots in related words: explore, explorer, exploration; Use the apostrophe to indicate the possessive case in nouns e.g.

to refer to a point in time I have to hand in the project in a week’s time.

Recognize and spell words with common prefixes and suffixes e.g.
(dis, in, mis, anti, non, com, con, pre, sub, tri, post, de, pro, ex), (-ship, -hood, -ness, - ment) Extend sentences using conjunctions adjectives and adverbs Read to identify author’s purpose or underlying theme in fiction and non-fiction and support with details from text Write an expository paragraph, using comparison and contrast to organize the information.

Use knowledge of the origin and derivation of a word to determine its meaning in a particular context.
Identify structural patterns found in informational texts e.g.
compare and contrast, cause and effect, sequential or chronological order, proposition and support Evaluate texts by identify: -the author purpose -whether events , actions, characters and /or settings are realistic -Important/unimportant details -statement of fact, opinion and exaggeration with assistance 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 (e.g., in an advertisement recognize the format and language features of a variety of text types, e.g.
journals, letters, menus, reports 28 Respond in writing to prompts that follow the reading of literary and informational text Compare and contrast ideas and information from two sources Use technology as a tool to gather, organize, and present information.

Use appropriate literary terms to refer to elements of narratives in writing about them.

Write a report e.g.
Write a report e.g.

about school events or incidents from a story -include headlines -use IT to draft and lay out report -organize writing into paragraphs Present point of view in writing e.g.

in the form of letter , report, scripts etc.


linking points persuasively and selecting style and vocabulary appropriate to the reader Write formal letters including address, date, salutation, body, closing and signature Identify an appropriate form to suit the specific purpose and audience for a media text they plan to create (e.g., a poster advertising a school science fair; a flyer to encourage students to participate in the fair) Use adverbs or adverb phrases to: -express degree e.g.
Don’t make so much noise.

The uniform is too small for me.

-express frequency e.g.

Susan always goes to school by car.

My teacher often visits us.

My sisters sometimes go camping Use comparative and superlative adjectives or adjective phrases to make comparisons e.g.

John’s hair is longer than Tom’s.

This dress is more beautiful than that one.

John is the tallest boy in the class.

Use the indefinite pronouns e.g.


someone, anyone, everyone, no one, somebody, anybody, everybody, nobody, something, anything, everything, nothing” to refer to people, events and objects in a general and indefinite way e.g.

-Somebody has left a green umbrella in the room.

-There’s no one outside.

-Is there anything in that box?


Term 2 Unit 1 29 THEME 3: Friendship Topics: School friends Demonstrating friendship Special friendship In this unit, students explore the concept of friendship with peers as well as with animals.

They share their thoughts and feelings about having and being a friend.

This unit provides a familiar context in which the students learn to develop personal responsibility in their everyday dealing with their friends.
The classroom experience suggested in the unit should help develop qualities such as loyalty, trustworthiness and dependability.

Pupils should also understand that special friendships need to be treasured since they can play a part in nurturing the kind of persons they become.
30 Key concepts and vocabulary Responsible Faithful Honesty Caring Togetherness Acquaintance School friends Confide Demonstrating friendship Dependable Special Honest FRIENDSHIP Loyal Special friendship Considerate Apology Quarrel Friendship Trustworthy Tolerate Pen friend Sample Activities Term 2 Unit 1 Theme 3: Friendship - School Friends Writing/Representing Reading/Viewing Listening & Speaking 31 View and discuss films/stories about friendships Express opinion about situation in the text giving evidence from text Read text e.g.
Keskidee Reader 5 pg27 Make predictions/inferences based on information form text Identify use of exclamation marks, Discuss the term ‘friendship’ Use dictionary and context clues to identify unknown words.

Draw and write descriptions of their friends Write about how they make friends at school.

Use pre-writing strategies e.g.

semantic webs, to organize ideas and plan for writing Form new words from root words e.g.

sympathy- sympathetic Draw pictures depicting friendships and write sentences.
Talk about relationships with friends at school Focus on the use of contractions Read poem about friendship e.g.

Swing into English 3 pg 35 Make journal entries Write a poem about your best friend at school – (acrostic/ cinquain etc.)

Do chorally reading of poem Share their feelings about their best friends and discuss things friends do together Participate in a play – Language Tree 4 pg.
66 Speak with expression, volume, pace and appropriate gestures to bring out intended message Identify the author, tone, mood, the theme Form new words by adding suffix e.g.

-able, -ment, -ness etc Identify words with vowel diagraph ea and high frequency words at grade level.
Focus on dialogue and conversation and the use of quotation mark Draw cartoons showing friendships and use speech bubbles to write dialogue Write friendship pie/recipe Write a paragraph about what true friendship means Read friendship pie/recipe (see appendix) Read play e.g.

Language Tree 4 pg.

66 Make personal connections to the text Write play/skit/story Identify character, setting, moral, values, and draw conclusions Write journal entries.

Use dialogue to create short play.


Focus on comparative/superlative adverbs e.g.
later than, more slowly than Identify high frequency words at grade level Teaching/Learning Skills & Strategies Reading/Comprehension Make prediction/inferences Context clues Making connection Story elements Draw conclusion Language Structure Contractions Quotation marks Adverbs Adjective Writing Drawing Journal Speech bubbles Paragraph-descriptive, expository Friendship pie/recipe Dialogue Vocabulary/Word Study High frequency words Suffix-able –ment -ness Inflectional endings Listening/Speaking Share feelings Choral reading Express opinions Sample Activities Term 2 Unit 1 Theme3: Friendship - Making and keeping friends Listening & Speaking Reading/Viewing Writing/Representing 32 ‘Friendship is a two-way street’ Explain the saying in your own words.
Give personal experiences about such situations.

Talk about friends who have moved away.

Discuss feelings talk about ways by which friends can keep in touch with each other near and far e.g.

letter and email, text, signs etc, Read text e.g.

pg 56 New Caribbean Junior English 3 Use questioning strategy make meaning Focus on the use of synonyms/antonyms for other words/phrases Compare / contrast behavior of characters Make judgments based on text Identify connectives in sentences Read text e.g.
Language Tree bk.4 pg 70.

Evaluate the content of the different texts.

Use comprehension strategy before during and after reading Identify the purpose and audience Compare and contrast different text type Communicate to a friend e.g.

via Skype, telephone etc.


Focus on: words, phrases and sentences and the proper format -the format of letter, email, text messages Role play a situation where a new kid try to gain acceptance into a friendship group Discuss how it felt to be the new kid and how it felt to become part of the group."

share similar personal stories Identify character words Read text e.g.

New Boy - Language Tree 4 pg.

116 Identify literary elements e.g.


setting, , character, plot Analyze ideas based on prior knowledge and personal experience Focus on the past tense of verbs Write an account from the point of view of any character from the story e.g.

Martin.

Write a letter of apology Write an alternate ending to the story.
Teaching/Learning Skills & Strategies Reading/Comprehension Question strategy Compare and contrast Make judgments Evaluate Analyze Story elements Text structure Write compositions with friendship themes Language Structure Connectives Phrase and sentence Past tense of verbs Writing Story Letter of apology Text messages Email Report poems Vocabulary/Word Study Synonyms/antonyms Character words Connectives Listening/Speaking Discussion- Share personal stories Role play Write text, email, letters, poems Write for specific purpose and audience Pretend that a good friend has gone away and would like to hear from you.
Write your friend a letter/email about why you miss him/her and the good times you used to have together.

Write responses to texts read Write a different plot for the story Write a response to the story e.g rewrite the story telling what happened Write letters to any character in the story etc.
Conduct research and write a report about peer pressure or values in friendship Sample Activities Term 2 Unit 1 Theme 3: Friendship - Special Friendship Listening & Speaking Reading/Viewing Writing/Representing 33 Discuss the saying ‘Dog is man’s best friend.’ Talk about special animal/human friends.

Read stories about special friends.

Give their opinions and make judgments about stories read.

e.g.
e.g.

Androcles and the Lion, David and Jonathan, Lion and the Mouse Choose an animal as a best friend and write a real or imaginative story Focus on writing summaries and different endings to stories Listen to and discuss stories about special friendship.

Identify author’s purpose, morals, values in stories Use the writing process to write an essay “Dog is Man’s Best Friend.” Discuss this scenario: “Suppose you were invited to a birthday party but your best friend was deliberately left out.
What would you do?

Why?

Read cartoons and poems and choral read written poems based on special friendship Make personal connection and inferences Identify fiction/nonfiction text -vocabulary words pertaining to friendships.

Read poems/view DVDs about special friendship ( see poems and friendship pie in appendix) Discuss friends in pictures doing something special Identify literary devices e.g.
simile, metaphor, personification Give personal point of view in writing Write an essay “To have good friends you must be a ‘good friend” Write cartoons, jingles, poems about special friendships.

Complete sentences e.g A friend doesn’t have to be ………….. My friend isn’t perfect because…… We are friends because ………….

Focus on adjectives Write journals.

Role play friends arguing or getting angry and making up later Make friendship bracelet and talk about it Sing a song e.g.

That’s what friends are for.


Write their own friendship pie using qualities of a friend Make a collage of friendship pictures and write sentences, slogans or mottos to describe them Write a letter inviting a pen friend to visit you Share/relate their experiences about being a special friend.

Read letters from pen friends Read text e.g.

Language Tree’ 3 pg.

96 Discuss “To have good friends, you must be a good friend."
Critique information from text Write about your experiences in visiting a pen friend Give reasons for either agreeing or disagreeing with it Discuss the term “pen friend or Identify the main idea and details, Focus on the use of relative pronouns e.g.

whom, whose, whomever etc.
Do a scrap book on your pen friends Teaching/Learning Skills & Strategies Reading/Comprehension Making connections Fiction/non-fiction Literary devices Critique Main ideas/details Language Structure Adjectives Relative pronouns Writing Narratives Essay Cartoons Poems/jingles/slogans Journal Collage Letters Scrap book Vocabulary/Word Study Words relating to theme High frequency words at grade level Listening/Speaking Discussion Singing Role play Poems Read aloud pen pal’ and what makes these friendship special -letter format/ parts of a letter -capitalization, use of comma 34 Pretend a classmate is a pen friend in another country.
Write letters to him/her.

(do not reveal your identity) Assessment Resources Term 2 Unit 1 35 THEME 4 Marine Life Topic Sea creatures Preserving our marine life Tales Under the Sea The seas and oceans are teeming with a variety of life forms from minute organisms to the great whale.

Underwater scenes have fascinated marine life experts as well as amateurs.

In this unit, students will explore various aspects of marine life and appreciate the need to preserve such heritage.
Tales associated with marine life should stimulate interest in the subject.

N.B Teachers should view all activities as vehicles for developing language skills.
36 Key concepts and vocabulary Corals Voyage Aquarium Myths Soufriere Marine Reserve Whaling Sea creatures Preserving our marine life MARINE LIFE Tales under the sea Algae Fisheries Marine Biologist Conservation Sea moss Mermaid Legend Aquatic See weed Sample Activities Term 2 Unit 2 Theme 4: Marine Life - Sea Creatures – (plants/animals) Listening & Speaking Writing/Representing Reading/Viewing 37 Talk about the various types of plants found under the sea using back ground & research information Compare and contrast species of plants/animals Talk about strange creatures under the sea Listen to a marine official give a talk about using the home of marine plants/animals Ask questions to clarify and obtain information Talk about the different ways the underwater is used e.g.
tourist attraction Read poem aloud Observe corals and ask and answer questions about them (use of the five ws: what, when, why, where, who) Visit a coral reef e.g.

in Soufriere and talk about the experience View video/film to gather information on animals and plants under the sea Identify unfamiliar words/terms using a dictionary Categorize marine plants/animals Focus on adjectives, nouns (singular/plural/collective ) Read poem “The Diver” pg.
16 – Keskidee Pupil’s book 6 Identify verbs, simile, metaphor, rhyming words, the author, tone etc.

Ask different levels of questions about the poem Research meaning of unknown terms used in the poem Write descriptive/expository paragraphs about specific plants and animals found under the sea.

State a main idea and support it with details Write at least 3 paragraphs essay Make a word wall of marine terms Imagine you are a tourist exploring the marine under world.

Write about your experience.


Draw picture of marine plants/animals and label parts Choose any sea creature and write a poem ( haiku , acrostic, cinquain View documentary based on corals.

Find meaning of new vocabulary words appropriate to grade.

Write a summary on corals Write a poem about corals Read the text e.g.
Our Planet Home (Read Awhile) “The Coral Reef” Create and labeled scene under the sea and write about it Identify details, compound words Focus on syllabication to identify new words Use dictionary/thesaurus to find meaning of words Make and label a scrap book of creatures under the sea Teaching/Learning Skills & Strategies Reading/Comprehension Research Categorize Main idea/details Literary devices Language Structure Singular/plural Collective nouns Adjectives Verbs Writing Expository-descriptive Writing from experience Poems Summary Poster Scrap book Vocabulary/Word Study Word relating to theme Syllabication Compound words High frequency words Listening/Speaking Asking questions Discussion Read aloud poetry Sample Activities Term 2 Unit 4 Theme 4: Marine Life - Protecting our marine life Listening & Speaking Writing/Representing Reading/Viewing 38 Take a field trip to the beach/marine reserve Listen to a resource person talk about rules governing marine life in the country Using available resources, locate information about different rules for protecting our marine life Write a cause and effect paragraph on protecting our marine life Read the text e.g.
Our Planet Home (Read Awhile) “Caring for Coral Reef” Write about the importance of marine life to us Discuss the rules giving opinions Talk about fairness in rules Identify facts/opinions, cause & effects Ask and answer different levels of questions to make meaning of text Talk about different ways in which marine life can be damaged or destroyed Use a dictionary to find meaning of unfamiliar words Read newspaper clips/ reports/magazines on debris in the marine environment and use information at the critical level.
Read aloud poem, newspaper article, reports Spell words using spelling strategy Detect bias in text Read samples of persuasive reports to assist in writing Sing songs, raps jingles, read poems composed locally Read advertisement, brochures, posters made to protect out marine life Focus on traits of writing e.g.
voice, sentence fluency, word choice and conventions Write a list of marine rules on a large poster to publish Write a report, article, persuasive essay on protecting our marine life Write to government officials, community persons, friends Write responses to texts read by giving personal opinions and supporting details.

Publish work on the internet e.g.
you tube or web page Write poems, songs, jingles about marine life Teaching/Learning Skills & Strategies Reading/Comprehension Research Facts and opinion Cause and effects Facts and opinion Critique Main idea/details Themes Language Structure Verbs Adjectives Writing Traits of writing Poster Expository Cause and effect paragraph Songs/jingles/poems Advertisement Vocabulary/Word Study Suitable spelling strategy Words relating to theme Dictionary skills Listen to advertisement from radio/TV Dramatize advertisement using correct tone, fluency Identify the main idea, details, theme, of poster/advertisement or brochures Create a poster/advertisement to protect out marine life Focus on vivid verbs, adjective used produce an advertisement for radio/TV Use available technology to publish work Listening/Speaking Drama Songs Rap Read aloud Sample Activities Term 2 Unit 2 Theme 4: Marine Life - Tales of the sea Reading/Viewing Listening & Speaking Writing/Representing 39 View a movie e.g The Little Mermaid or ‘Finding Nemo’) and sing the songs “Under the Sea” etc.
Respond orally to questions based the details of the movie.

Identify literary elements in the movie such as setting, plot and character with assistance.

Complete story frame based on film viewed.

Identify details, make inferences, predictions Highlight unknown words and use a dictionary to find meaning Focus on the past tense and past participle of the verbs - adjectives/adverbs Write an imaginative story as a sea creature e.g.
write about your life Use checklist to edit written work Write a story pretending you are a mermaid.

Write an account being captured Publish written work Sequence parts of a story.
Teaching/Learning Skills & Strategies Reading/Comprehension Literary elements Make predictions/inferences Main idea/details Story elements Visualize Draw conclusion Morals Language Structure Adverbs/adjectives Past tense/past participle, past continuous tense View pictures of under the sea Discuss the dangers of under the sea Read the text e.g.
“Peeta of the Deep Sea” New Caribbean Junior English 3 or the text ‘Big AL” – Andrew Clements Yoshi Retell the story Sequence activities in the story Use QAR strategy to answer questions Focus on the past and past continuous tense of verbs Focus on preposition Identify vocabulary words in context and find suitable synonyms or phrase giving meaning Read story e.g.

Reading & Writing Everyday 4 pg.
77 Identify story elements Visualize events in the story Identify details, draw conclusions make Dramatize a story that took place on the sea, using appropriate tone and making proper use of IAE Write a response to the story read Rewrite the story from the point of view of any character in the story Writing Vocabulary/Word Study Synonyms Listening/Speaking Pretend you are Ted’ write the story in your own words Identify audience for writing Write a similar adventure story.
Make it exciting inferences 40 Focus on adverbs, synonyms Find meaning of words in context and phrases Identify the lesson learnt Assessment Resources Reading and writing everyday pg.
77 Sea Adventure 41 LANGUAGE ARTS GRADE Four Term 3 Duration: Six Weeks Unit 1 THEME 5: Folktales Topic Local stories Familiar folktales Tales from around the world UNIT 2 Duration: Six Weeks THEME 2 Things I Can Do Topics: 42 Grade 4 Success Criteria Term 3 By the end of the units pupils will be able to : Reading Read automatically high frequency words and irregularly spelled content words and words of personal interest or significance in a variety of reading contexts (e.g., words from grade level texts; Writing write more complex texts using a variety of forms (e.g., a storyboard using captions and photographs or drawings to recount a significant event in their life Vocabulary/Word Study Decode multi-syllable words using knowledge of common roots derived from Greek and Latin and affixes e.g.
-ology, -er, -est, -ful and use this knowledge to analyze the meaning of complex words Read and respond to themes and topics taught in order subjects Write with a focus on using words and stylistic elements that convey a specific mood such as amusement Distinguish between the plot structure of different types of narrative, such as fables, folk tales, fairy tales, myths and legends.

Use process strategies for: prewriting, drafting, revising and editing to produce an acceptable composition.
Read and use illustrations, titles topics sentences, important words, and foreshadowing clues to identify and discuss social, moral and cultural values in different texts Identify a variety of purposes for reading and choose reading materials appropriate for those purposes (e.g., magazine or newspaper articles to research a current issue, instructions or information about how to play a computer game) Predict the meaning of unfamiliar words using different types of cues, including: word order; language patterns such as those for regular and irregular plurals, possessives, and contractions; punctuation); Read for meaning, fluency and enjoyment Use a journal/diary for recording personal information Write personal greetings, messages, friendly letters to family and friends draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Use a variety of strategies to prepare for writing e.g.
brainstorming, making list, mapping, outlining, grouping, related ideas, using graphic organizers, diagram, charts etc, Use knowledge of homophones, homographs and idioms to determine meaning of words and phrases Confirm spellings and word meanings or word choice using different types of resources appropriate for the purpose e.g.
locate words in online and print dictionaries using alphabetical order, entry words, guide words, pronunciation, Vary use of words in writing to present informative narrative and other literary material in an interesting and lively way and with clarity.
spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling Language Structure Use commas in dates, locations and addresses, items in a series, apposition and in joining sentences with coordinating conjunction to form compound sentences and in direct quotation Use the conventions of Standard English appropriate to grade level use punctuation appropriately to help communicate their intended meaning Write complete, coherent and well-formed sentences Use quotation marks for titles or articles, poems, short stories, songs, and chapters in books Use the reflexive pronouns “myself, ourselves, yourself, yourselves, himself, herself, itself, oneself, themselves” e.g.
-The boy cut himself when he was preparing dinner.

-You must finish the work yourself by Thursday.

Use prepositions or prepositional phrases e.g.

- Miss Lee lives in the house with the red door.

-Walk along this street and you will find a fast food shop.

- I have put the key on the top of the shelf.

Grade 4 Success Criteria Term 3 Reading Use reference text e.g.
dictionary, atlas, thesaurus as resources for finding information Writing Use available technology and self instructional programs to improve writing in different subjects 43 Write labels, and captions for graphics to convey information with assistance Vocabulary/Word Study Recognize common suffixes (e.g., ness, ment, able, ish, ant), Use alternative word and expressions which are more accurate or interesting than common choices e.g.
nice, good Language Structure Use “-ing” adjectives to describe effects that something has/had on one’s feelings e.g.

This storybook is interesting.

The football match was exciting.
Identify various comprehension strategies and use them appropriately before, during, and after reading to understand texts (e.g., activate prior knowledge through brainstorming; ask questions to focus or clarify reading; use visualization to clarify details make and confirm predictions based on evidence from the text; synthesize ideas during reading to generate a new understanding of a text) 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 (e.g., alliteration and rhythm can help convey a mood or sensory impression) Compare and contrast stories and story themes from diverse cultures and tell why they are similar tales in diverse cultures Identify the common punctuation marks including commas, semi- colon, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading Analyze texts and explain how specific elements in them Use “-ed” adjectives to describe feelings that someone has/had about something e.g.
All of us are interested in the game.

The children were excited about the trip.

Use the relative pronouns “which, who, that, whose, where” to” link ideas or add information to a noun or noun phrase e.g.The boy who usually waters the plants is called John.
Design an advertisement/poster, write jingles making use of linguistic and other features learnt form reading examples Identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view Spell words with common letter strings but different pronunciation e,g, tough, through, plough, hour, journey, could, route Classify words with common roots e.g.
phone, telephone, invent, prevent, press, pressure Identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features (e.g., logical organization, depth of content) gather information to support ideas for writing using a variety of strategies and print, and electronic sources (e.g., identify key words to help narrow their searches; cluster ideas; develop a plan for locating information; scan texts for specific information, Choose the form of writing that best suits the intended purpose and audience for whom it is intended.
e.g.

personal letter, poem, report, narrative etc.
contribute to meaning (e.g., narrative: characters, setting, main idea, problem/challenge and resolution, plot development; review: statement of opinion, reasons for opinion, concluding statement) recognize a variety of organizational patterns in texts of different types and explain how the patterns help readers understand the texts (e.g., comparison in an advertisement; cause and effect in a magazine or newspaper article) Make oral and written presentations using visual aids with an awareness of purpose and audience.
44 Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and some cursive writing; Use a variety of font sizes and colours to distinguish headings and subheadings from the body of the text; Supply detailed labels for diagrams in a report; include graphs such as a bar graph or a pie graph) Produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (e.g., flyers, advertisement (produce electronically), pictures on a newspaper article etc.
Write multiple paragraphs in compositions with inviting introductory paragraph that establishes and supports a central idea with a topic sentence supporting paragraph with simple supporting facts and details presenting ideas in sequential or chronological order, provides details and transition to link paragraph and concludes with a paragraph that summarizes the main point ( approx.
250 words in length Term 3 Unit 1 45 THEME 5: Folktales Topic Local stories Familiar folktales Tales from around the world Storytelling is a tradition transmitted from one generation to the next.

Each story comes with added flavour and adaptations from the story tellers.

In this unit, pupils are given the opportunity to read, tell and listen to familiar and unfamiliar folktales from various parts of the world.
The activities in this unit should give pupils a wider understanding of different genres of folktales and the structure of them, the human beliefs, cultures, concerns and the fantasies transcended.

Pupils should also develop their comprehension of narratives and writing skills.
46 Key concepts and vocabulary Anancy stories Suspense Aesop fables Author Soucoyant Mood Myth Legend Adventure Beliefs Make belief Theme Local stories Familiar folktales FOLKTALES Tales from around the world Zombie Folktale Mystery Morals Values Traditional stories Tales Magical Powers Climax Fairytale Tradition Character Conflict Sample Activities Term 3 Unit 1 Theme 5: Folktales - Local Stories Listening & Speaking Reading/Viewing Writing/Representing 47 Pupils re- tell stories they have heard from parents/grandparents in local dialect Read local story e.g.
‘Snake King’ Read text at a sufficient rate with expression to convey sense of text.

Other pupils question pupils about stories Listen to story by professional storyteller/resource person.

Read local story e.g.

‘Snake King’ Identify and describe characters and the role they play.

Identify the setting, characters, in the story Identify specific words and phrases used to create an intended impression (e.g.
comparative adjective such as scarier, gloomiest) Use context clues to identify synonyms for new words Visualize and Illustrate the story told by resource person to show understanding Analyze and critique story e.g.

characters, tone, theme, mood Show elements of the story from illustrations Listen to stories on tape Read sentences written talk about/share favourite local story Dramatize using props and costumes to tell a particular story.
Identify most dramatic character (group/whole class) and give reasons Identify words from speaker needing clarification e.g.

duppy, zombie, soucoyant Read local stories written by pupils.

Read to identify story elements Use story checklist to determine effectiveness of story E.g.

Have they included dialogue?

Or used exciting verb?
Use a thesaurus to find synonyms Write a character sketch describing their favorite character, villain/hero Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Make journal entry in first person making association with the text Writing Vocabulary/Word Study Listening/Speaking Write their favorite part of the story and give reasons why they chose that part Write an imaginary story Write sentences to illustrate elements of the story using strong verbs and vivid adjectives/adverbs Ensure proper use of grammar in sentences Write a story from a particular character point of view Rewrite familiar story in the past tense Use punctuation appropriately to help communicate their intended meaning etc quotation marks to indicate direct speech- Sequence events in the story Complete cloze exercise to practice spelling and use of high frequency words mentioned in story Retell familiar stories in their own words Make puppets of familiar folktale characters to use in retelling Share similar personal experiences to characters’ experience in the stories Express personal views/opinions about situation in the stories with reasons Listen to each other read parts of the story (Read aloud) Focus on fluency, tone, diction, expression Discuss values and morals in the story Have impromptu speeches on favorite folktale characters.
Sing songs/jingles about favorite folktale character Sing along with tape recorder Sample Activities Term 3 Unit 1 Theme 5: Folktales - Familiar Folk tales Listening & Speaking Reading/Viewing Writing/Representing 48 Read familiar folktales e.g.
Anancy story, Little Red Riding Hood etc and make personal connections Draw and write a character sketch describing their favorite folktale character Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Discuss character traits Rewrite any familiar folktale to reflect what they would like it to be Writing Identify literary elements using a graphic organizer Use a thesaurus to find synonyms to traits that are common to characters in the story.

Read e.g.

story pg.
20 Reading & Writing Everyday 4 and answer inferential and higher order questions Write different endings to familiar stories Complete reading log Write notes/letters to characters Rewrite and illustrate similar story Paying attention to paragraphs, and conventions of writing Use any suitable comprehension strategy to make meaning of text before, during and after reading Use checklist to edit writing and publish writing for classmates to read Vocabulary/Word Study Listening/Speaking Focus on: -proverbs and the meanings -adjectives/adverbs/preposition -past tense of regular/irregular verbs -words with double consonant Find meaning of unknown words in context Read favourite folktales Identify: bias in stories quotation marks and dialogue Create a large group poster for display depicting favourite folktale characters Complete cloze passages using new vocabulary words Use a variety of strategies to prepare for writing e.g.
outlining, mapping, graphic organizers Write an original folktale Write a letter of invitation inviting your favorite folktale character to your birthday party Create a scrap book of any favourite folktale.

Use computer to assist Dramatize folktales using scripts Explore the use of possessive nouns and the apostrophe Focus on punctuation marks e.g.
semicolon, hyphen, Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Writing Vocabulary/Word Study Listening/Speaking Sample Activities Term 3 Unit 1 Theme 5: Folktales - Tales from Around the World Listening & Speaking Reading/Viewing Writing/Representing 49 Conduct research on folktales.

Talk about the countries of origin and other information about the stories Perform readers theatre using tales e.g.

Cinderella, Thumbelina, Ariel View movie e.g.

frog princess etc.
frog princess etc.

discuss character plot, theme, values Listen to individual pupils read Story using correct tone, fluency etc.

Question other pupils about story Retell tales using the “Authors chair” Participate in shared retelling of story Listen to a tale on audio cassette or tape to recount events in story Compare and contrast two stories (read or viewed) e.g.
country of origin, characters, morals etc, Write a composition comparing and contrasting 2 stories from a different country Identify social, moral and cultural values, plot, theme, Draw characters from folktales and write descriptive sentences about them .

Highlight interesting words phrases and sentences in stories Examine and discuss titles, illustration, captions, and other visuals and how they help bring out meaning Read story of choice Identify antonyms/synonyms in sentences.
Make predictions before, during and after reading Identify/spell words with spelling patterns Identify: the moral in the story high frequency words in Read along with tape Use knowledge of idioms to determine the meaning of words in stories.

Create a word bank of interesting words used to describe characters Recreate an original tale by changing the end/beginning of the story.
Creating their own version of an original tale( use illustration and interesting words) Spell unfamiliar words correctly in their writing.

Write stories placing special emphasis on use of conjunction, relative pronouns Discuss and sequence events in the story Distinguish and interpret words with multiple meanings using context clues Rewrite tales in cartoon form and using speech bubbles Discuss these terms and differentiate between them e.g.

fables, folktales, fairy tales, myths and legends.


Identify dialogue, relative pronouns and connectives in sentences in the story Compile and publish a book of folktales Differentiate between fables, folktales, fairy tales, myths and legends.
Use different media Assessment Resource 50 Term 3 51 THEME 6: Things I Can Do Topics: Creative minds Favourite hobbies Familiar inventions 52 Key concepts and vocabulary Talents Favourite Create Recreate Invention Artistic Hobbies Inventory Skilled Possible Skillful Problem solving Creative Minds Creativity Things I Can Do Favourite Hobbies Familiar Inventions Invent Innovative Creative Discovery Ability Talented Gifted Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Writing Vocabulary/Word Study Listening/Speaking 53 Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Creative minds Listening & Speaking Reading/Viewing Writing/Representing Discuss a problem situation e.g.
how to solve a crime problem in the community Share opinions and ideas in groups Talk about anything interesting a classmate or anyone has made that has made an impression Distribute items e.g.

plain paper, an egg, an empty box etc.

Talk about the items created in sequence View pictures, videos newspaper clippings depict criminal acts Write about a crime problem in a community - use vivid words Read text e.g.

Riot Area pg.
Riot Area pg.

114 Swing Into English 4 Make inferences Make valued judgments Express opinions Give solution Use adjectives, adverbs nouns Read any text from book or or media text on how to make any item.

eg.

Language Tree bk 4 pg.

86-87 Focus on sequencing/steps in text Focus on part of the text or media e.g.
captions, illustration and other visual to understand and interpret information Write solutions to the problem Create posters, slogans, signs to assist in solution Encourage the use of creativity to create any item of choice Do procedural writing to explain how the item was made Focus on sequencing Write a report about your experience in making the item Focus on connectives and the past tense of verbs in text Write a journal entry Read the story “Anansi does the Impossible” Read the story e.g.
“Anansi does the Impossible” Discuss messages/values in the story Identify, main idea, Keep a portfolio Write steps in creating items made Explain how item will be used Label parts of the items made Write feelings about items made Do show and tell activity Talk freely about anything they can do well or anything they have created Ask and answer questions Make inferences and personal connection to events in the text Write a similar story based on information in text Use questioning strategy to assist in understanding text Design a book cover for published writing 54 Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Favourite Hobbies Listening & Speaking Reading/Viewing Writing/Representing Talk about favourite hobbies Read text e.g.
“ The kite Competition” – (Read Awhile) Write about favourite hobbies Use illustrations where possible Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Have a resource person e.g.

grandparents, talk about hobbies e.g.


making baskets Questions resource person Talk about persons viewed doing things they love Give opinions, make critical judgments Compare and contrast favourite hobbies Use any comprehension strategy to make meaning of text Focus on writing traits Writing View other persons doing things they love e.g.

playing football, dancing, skydiving swimming etc.
Summarize and make conclusions about information viewed Summarize information from resource person Vocabulary/Word Study Write facts and opinions about other person’s hobbies Listening/Speaking Read text about other person’s hobbies Create pie/bar/pictorial graph to show information Read aloud story “Amazing Grace” Interpret information on bar or pie charts depicting various hobbies Write to explain to your friend about your favourite hobby Compare and contrast hobbies Use comparative adjectives Use personal pronouns Write journals on favourite hobby Dress to depict hobbies e.g.
cricketer, footballer, artist etc.
and talk about it Read pupil’s created text, journal, portfolio on favourite hobby Do a scrap book on a favourite hobby Make judgments, draw conclusions Identify facts and opinions Create a booklet with illustrations or pictures from internet Use internet font to present work Keep a journal and write a portfolio on best pieces of writing on favourite hobbies Sample Activities Term 3 Unit 2 Theme 6: Things I can Do - Familiar Inventions Listening & Speaking Reading/Viewing Writing/Representing 55 Talk about researched information on familiar things that were invented e.g.
the cell phone, light bulb etc.

Read text e.g.

“Reading and Writing Everyday Bk.

4 ” pg.
33 Write about the usefulness of any invention in a report form Teaching/Learning Skills & Strategies Reading/Comprehension Language Structure Identify details/analyze information to find supporting evidence, draw conclusion and make judgments Use the writing process to create an essay on any invention stating how it was invented Writing Use KWL strategy to extract information Use the process approach in writing Vocabulary/Word Study Listening/Speaking Share ideas on how any invention can be made better Talk about something that you would like to invent in the future using illustration use context clues to identify unfamiliar words Identify words with similar patterns e.g.
invent, invention, create, creativity Read about any invention researched Identify details and cause and effect relationship Read own writing on future inventions Focus on the future tense Read aloud a poem on any invention Talk about an item invented during a mini exhibition Use Standard English when speaking Read about your inventions Draw conclusions, make judgments Highlight specific vocabulary words that help to bring out meaning Read poems on any invention Begin a scrap book on any invention(s) Write a letter to an inventor telling about the invention and how it could be improved Write a report on something you would like to invent in the future giving reasons Write about something that was invented e.g.
how it was done and the feelings doing it Write steps to making the item Write a poem on any invention Complete scrap book on inventions 56 Assessment Resources Reading and Writing Everyday 4 pg.

33 Appendix 57 Friendship poem FRIENDSHIP PIE A friend is like a flower, a rose to be exact, Or maybe like a brand new gate that never comes unlatched.

A friend is like an owl, both beautiful and wise.

Or perhaps a friend is like a ghost, whose spirit never dies.
A friend is like a heart that goes strong until the end.

Where would we be in this world if we didn't have a friend.

- By Adrianne S 1 cup courtesy 1/2 cup patience 1/4 cup forgiveness 2 cups understanding 1 cup friendly words a pinch of praise a dash of wit and humor No baking, steaming or stewing needed Season with the spice of life, serve in generous portions topped with kindness, love, respect and loyalty.
RECIPE FOR LOVE Gliding 2 Hearts Full of Love 2 Heaping Cups of Kindness 2 Armfuls of Gentleness 2 Cups of Friendship 2 Cups of Joy 2 Big Hearts Full of Forgiveness 1 Lifetime of Togetherness 2 Minds Full of Tenderness Stir daily with Happiness, Humor and Patience.

Serve with Warmth and Compassion, Respect and Loyalty.
Gliding Swiftly floating Deep down in calm oceans Where we meet colorful beings Observing our every move with interest, We least expect irksome events Where I would want to be Being a fish, Gliding 58 Dan coppersmith Hello world I’m amazing incredible me celebrating the being I choose to be I am powerful masterful I am focused and clear life beams brighter because I am here I am blazing amazing I can’t be contained I’m a glorious fabulous radiant flame I am uniquely spectacular I am one of a kind creativity oozes from my heart and mind I choose to exclude all this and much more my wings are spread watch me soar I’m stupendous, tremendous I stand out from the crowd I do things that aren’t allowed I am inspired, desired I am wonderfully weird I am unbridled passion I am highly revered I am outrageous courageous I am daring and bold I am honoured and cherished I’m a treasure to hold I am gifted uplifted I am endlessly blessed I am sought out for the skills I possess I’m delightful insightful I am loved and adored I live a charmed life I’m renewed and restored I am grateful elated I am centered and wise I’m wealthy and worthy I am god in disguised I declare my brilliance it won’t be denied the world cries out for what I provide