f) Write to express an opinion and give a reason. g) Use letters to phonetically spell words. h) Share writing with others. Essential Understandings: All students should: understand that writers communicate ideas for a variety of purposes. understand that writers plan, write, revise, and share their writing with others. understand sound-symbol correspondence is used to write unfamiliar words. Essential Knowledge, Skills, and Processes: To be successful with this standard, students are expected to: use previous experiences to generate ideas. identify the intended audience and purpose for writing (e.g., letters, stories, journals, etc.) participate in teacher-directed brainstorming activities to generate ideas. participate in shared writing projects use prewriting strategies including but not limited to: webbing, clustering, brainstorming, and semantic mapping, to organize ideas and information write to express an opinion with supporting reason(s). write narratives that include at least two sequenced events, with details, and a conclusion. write to describe a person, place, or thing using adjectives. revise writing with additional descriptive words (adjectives) apply the alphabetic principle when writing words. share their writing with others 1.13 The student will edit writing for capitalization, punctuation, and spelling.
Essential Knowledge, Skills, and Processes: To be successful with this standard, students are expected to: access media messages and identify what types of media are used determine the purpose of various media messages. compare and contrast messages, facts, and opinions in multiple media formats. Strand: Reading In fourth grade, there is an increased emphasis on reading comprehension by comparing fiction and nonfiction texts, identifying cause and effect relationships, and differentiating between fact and opinion. The student will expand vocabulary using knowledge of roots, affixes, synonyms, antonyms, and homophones. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace. Teacher Notes: Teachers must provide increased opportunities for silent reading with options for student choice. Teachers should introduce students to longer and/or more complex texts both on grade level and above. Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation. Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension. Please note teachers should introduce specific genres of fiction including but not limited to: fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, and folklore/tall tales. Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Teachers should teach author’s purpose exclusively with nonfiction texts. Please note although the strands are developed separately, teachers should seamlessly integrate all strands. Thematic units are one approach. Teachers should have students write about what they have read.
8.2 The student will develop and deliver multimodal, interactive presentations collaboratively and individually. a) Select, organize, and create multimodal content that encompasses opposing points of view. b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. c) Use effective verbal and nonverbal communication skills to deliver multimodal presentations. d) Cite information sources. e) Respond to audience questions and comments. f) Differentiate between Standard English and informal language. g) Evaluate presentations. Essential Understandings: All students should: understand audience, topic, and purpose impact language and style. understand the elements of an effective presentation including language and nonverbal communication appropriate to purpose and audience. understand that using more than one communication mode creates a more effective presentation Essential Knowledge, Skills, and Processes: To be successful with this standard, students are expected to: articulate the purpose of the presentation. select and use information that clearly presents both sides of an issue. select vocabulary, tone, and style with audience and purpose in mind. create a presentation that uses two or more communication modes to make meaning.