4th Grade English Language Arts Learning Goals for the 1st 9 weeks

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1 4th Grade English Language Arts Learning Goals for the 1st 9 weeks Skills students should demonstrate at the end of the 1st 9 weeks of school: UNIT 1 * Learning Goal: The Student will: Create a story plot line depicting a story s main events. Explain in a paragraph how the plot line helps you connect one event to another and how the plot could affect future events. ü You and your student choose a fictional story to read or ask your child to bring home their library book. ü You and your student create an "at home" reading journal, in that journal draw a traditional plot diagram that includes an exposition (beginning), rising action, climax, falling action, and resolution. Label the diagram according to the plot of the story you have just read with your child. ü Ask your child how changing different parts of the story can effect how the story turns out. ü Use the following resource to assist you with plot: r_setting_plot_language_arts_fourth_4th_grade.htm * Learning Goal: The Student will: After reading a fictional story, identify the relationship between two characters. Create a visual that represents the relationship and the changes the characters undergo throughout the story. ü You and your student choose a fictional story to read or ask your child to bring home their library book. ü Ask your child to pick out two of the main characters from the story. In your "at- home" reading journal have your student draw a timeline showing how the two characters interacted with each other and when the characters changed throughout the story.

2 * Learning Goal: The Student will: Using the writing process, write a poem (e.g., quatrain, riddle, acrostic, lyrical) using sensory details and poetry conventions. ü You and your student will create a quatrain: four- two line poems where the ending words rhyme with each other. Any subject matter can be written about. ü Allow your child to brainstorm about their topic and write their poem in their at- home reading journal. ü Ask your child to read their poem to you and assist them in revising and editing their work. Once your student had finished, ask them to read their final product to you and. ü Use the following resource for examples and definitions of different types of poems: * Learning Goal: The Student will: Using the writing process, write a personal narrative that sustains a reader s interest. ü Help your student brainstorm an idea for the following prompt: It takes practice tying your shoes. Write about a time when you succeeded at something that was hard for you to do. ü Ask your student to create a rough draft of their narrative in their at- home reading journal and then ask them to read it to you. ü Assist your student in editing and revising their composition, have your child write the final version of their composition in their at- home reading journal. ü Use the following resource for assistance with the writing process: o development/strategy- guides/implementing- writing- process html o

3 * Learning Goal: The Student will: Choose a story or poem that has been read independently. Organize and present to a small group a book talk on the selected text. Using appropriate fluency and oral conventions, read the text aloud to the class or small group. ü You and your student choose a fictional story or poetry to read or ask your child to bring home their library book. ü Listen while your child reads their poem or story aloud assist them in reading the story with proper fluency or flow and correct them as needed. * Learning Goal: The Student will: Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and media. Provide evidence from the text to support ideas. ü You and your student create an at home reading journal. ü Read a fictional story, poem, or magazine article ex: a short story, novel, or picture book, children's magazine, or poetry collection. After reading the text with your student, ask them to write in their journal words that help them understand the story, main ideas, summaries, and illustrations about the content of the text. ü Ask your student questions about the text and have them find evidence in the story that supports their answers. * Learning Goal: The Student will: Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing. How to help your student: ü You and your student create an at home interesting words journal. ü As you have conversations with your child and reading books, stories, or poetry with your child, have them identify interesting words in their books, stories, or poems. After your child has identified words, assist them in defining those words, using the words in sentences, and drawing pictures that represent those words.

4 UNIT 2 * Learning Goal: The Student will: Interview a classmate using effective communication skills. Use the writing process and appropriate written conventions to write a short biography about that person. How to help your student: ü You and your student ask a family member questions about their life possibly things they like, where they went to college, or even fears they may have. ü Assist your student in creating a short essay about the person you interviewed in their at- home reading journal. Have them write a rough draft then help your student revise and edit their work. Your student can then place their final copy in their journal. ü Use the following resources for how to write a biography and the writing process: o o 4th- grade- biography.html * Learning Goal: The Student will: Using the writing process and effective written conventions, write a one- page personal narrative about a time when something surprising happened or about a time when you learned something new. ü Help your student brainstorm an idea for the above prompt. ü Ask your student to create a rough draft of their narrative in their at- home reading journal and then ask them to read it to you. ü Assist your student in editing and revising their composition, have your child write the final version of their composition in their at- home reading journal. ü Use the following resources for the writing process and conventions: o development/strategy- guides/implementing- writing- process html o o es/4th Grade Grammar Guide.pdf

5 * Learning Goal: The Student will: after reading a play or script, complete a graphic organizer that describes the structural elements of dramatic literature and provide text evidence including dialogue. ü Help your student create a web with the name of the play or script in the middle as the central idea. All of the connecting ideas like plot, character development, setting, mood. ü Assist your student in providing evidence from the text that supports all of the elements from the above. ü Use the following website as a resource for some online plays: * Learning Goal: The Student will: Complete a Venn diagram to compare and contrast the events and characters experiences in a fictional story to those actual events and experiences in an author s biography or autobiography. ü You and your child use a movie viewing resource: Netflix, Amazon, Hulu etc. and watch the movie Miracle (an Olympic hockey movie). Then read the book Miracle on Ice (American Moments). ü After reading and viewing the two create a Venn diagram in your at- home reading journal comparing and contrasting the two. ü Use the following website as a resource for other biographical movies: hy * Learning Goal: The Student will: Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, literary nonfiction, and drama. Provide evidence from the text to support ideas. ü You and your student create an at home reading journal. ü Read a fictional story, literary nonfiction, or drama ex: a short story, novel, or picture book, or readers theater. After reading the text with your student, ask them to write in their journal words that help them understand the story, main ideas, summaries, and illustrations about the content of the text. ü Ask your student questions about the text and have them find evidence in the story that supports their answers.

6 * Learning Goal: The Student will: Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing. How to help your student: ü You and your student create an at home interesting words journal. ü As you have conversations with your child and reading books, stories, or nonfiction with your child, have them identify interesting words in their books, stories, or nonfiction. After your child has identified words, assist them in defining those words, using the words in sentences, and drawing pictures that represent those words.

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