SAGE Standards based 4th grade READING CURRICULUM (including Universal Intellectual Standards and Related Questions)

UNIVERSAL INTELLECTUAL STANDARDS AND RELATED QUESTIONS What are the implications of my reasoning (if I am correct)? What is my fundamental purpose? What is the key question I am trying to answer? What information do I need to answer my question? What is the most basic concept in the question? What assumptions am I using in my reasoning? What is my point of view with respect to the issue? What are my most fundamental inferences or conclusions?
CLARITY Could you elaborate further? Could you give me an example? Could you illustrate what you mean? ACCURACY How could we check on that? How could we find out if that is true? How could we verify or test that? PRECISION Could you be more specific? Could you give me more details? Could you be more exact? RELEVANCE - How does that relate to the problem? How does that bear on the question? How does that help us with the issue? DEPTH What factors make this a difficult problem? What are some of the complexities of this question? What are some of the difficulties we need to deal with? BREADTH Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? LOGIC Does all this make sense together? Does your first paragraph fit in with your last? Does what you say follow from the evidence? SIGNIFICANCE Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important? FAIRNESS Do I have any vested interest in this issue? Am I sympathetically representing the view points of others?
From: Foundation for Critical Thinking

STRAND 1: Reading Process Concept 4. Acquire and use new vocabulary in relevant contexts SAGE 4th Grade . Arizona Performance Objectives for 4th grade: PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words. PO 2. Use context to determine the relevant meaning of a word. PO3. Determine the difference between figurative language and literal language. PO4. Identify figurative language, including similes, personification, and idioms. PO5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. PO6. Identify antonyms, synonyms, and homonyms for given words within text. Arizona Performance Objectives for 5th grade: PO2. Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings (e.g., hatch, arm, boot). PO4. Determine the meaning of figurative language including similes, personification, and idioms. (PO1, PO3, PO5, and PO6 not included -required learning in an earlier grade) Context Clues: Intended meaning Multiple meanings KEY PHRASES Root Words Affixes (prefixes and suffixes) Context Clues Figurative meaning Vs. Literal meaning Figurative language Simile Personification Idiom

Antonym Synonym Homonym

STRAND 1: Reading Process Concept 5. Read fluently SAGE 4th Grade .

Arizona Performance Objectives for 4th grade: PO 1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. Arizona Performance Objectives for 5th grade (Same as PO1 above.)

KEY PHRASES

Read aloud: fluent rhythm fluent pacing fluent intonation fluent vocal patterns PROSE & POETRY Read with EXPRESSION according to text content

STRAND 1: Reading Process Concept 6. Comprehension Strategies SAGE 4th Grade .

Arizona Performance Objectives for 4th grade: PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO2. confirm predictions about text for accuracy. PO3. Generate clarifying questions in order to comprehend text. PO4. Use graphic organizers in order to clarify the meaning of the text. PO6. Use reading strategies to comprehend text (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing). (PO5 not included -- required learning in an earlier grade) Arizona Performance Objectives for 5th grade: (Same Performance Objectives as for 4th grade above.)

KEY PHRASES MAKE CONNECTIONS to: similar real life situations prior readings PREDICT by studying TEXT FEATURES: Illustrations Titles Topic sentences Key words ACCURACY: Confirm predictions STUDENT ROLE: Generate clarifying questions Utilize GRAPHIC ORGANIZERS: Various webs Venn diagrams Flow charts READING STRATEGIES: Draw conclusions Cause and effect Make inferences Sequence events

STRAND 2: Comprehending Literary Text Concept 1. Elements of Literature SAGE 4th Grade Arizona Performance Objectives for 4th grade: PO1. Identify the main problem or conflict of a plot PO2. Identify the resolution of a problem or conflict in a plot PO3. Identify the moral of literary selection (e.g., fables, folktales, fairytales, legends). PO4. Distinguish between major and minor characters. PO5. Describe a characters traits using textual evidence (e.g., dialogue, actions, narrations, illustrations). PO7. Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation). PO8. Compare and contrast characters, events, and setting in a literary selection. PO9. Identify characteristics and structural elements of poetry (e.g., imagery, rhyme, verse, rhythm, meter). PO10. Identify common forms of literature based upon their characteristics (e.g., poetry, novel, short story, biography, autobiography, drama). (PO6 not included see PO5 3rd grade above) Arizona Performance Objectives for 5th grade: PO1. Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling action, resolution). (cont.) KEY PHRASES
IDENTIFY MAIN PROBLEM and RESOLUTION OF PROBLEM SPECIFIC TO STORY PLOT IDENTIFY LITERARY CONFLICT (person v. person; person v. society; person v. self; person v. nature; person v. supernatural) IDENTIFY MORAL OF A FABLE IDENTIFY HUMAN TRAITS AND RELATIONSHIPS IN A FOLKTALE IDENTIFY TRAITS OF PROTAGONIST AND ANTAGONIST IN A FAIRYTALE IDENTIFY TRAITS THAT MAKE THE STORY A LEGEND DISTINGUISH: MAJOR FROM MINOR CHARACTERS DESCRIBE A CHARACTERS PERSONALITY What character says and does What other characters say about him/her Look at illustrations for additional clues SETTING Time Place Historical period Sensory detail USE CHARACTERS, PLOT EVENTS, and SETTINGS to: COMPARE find similarities CONTRAST find differences POETIC/VERSE STRUCTURE: Rhyme Rhythm Meter Imagery LITERARY GENRE: Poetry/Novel/Short story Biography/Autobiography Adventure/Mystery Historical fiction Science fiction/Fantasy Folktale (fable, fairytale, tall tale)

Arizona Performance Objectives for 5th gr. (cont.): PO1. Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling action, resolution). PO2. Identify the theme of a literary selection (moral, lesson, meaning, message, view or comment on life). PO4. Analyze how a characters traits influence that characters actions. PO5. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO6. Determine all aspects of the setting in a literary selection (e.g., time of day or year, historical period, place, situation). PO7. Identify the intended effect of the techniques that the author uses to influence readers feelings and attitudes (e.g., appeal of characters, believability of characters and plot, use of figurative language). PO8. Identify types of poetry (e.g., free verse, haiku, cinquain, limericks). PO9. Identify various genres of fiction based upon their characteristics (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths). (PO3 not included see PO4 4th grade above)

KEY PHRASES (cont.)

PLOT Main events Conflict Rising action Climax Falling action Resolution THEME of Short Story or Novel: 1. Start with abstract nouns (e.g., survival, friendship, sacrifice, poverty) 2. Develop into abstract phrases (e.g., coming of age, trust and loyalty in friendship, betrayal of a loved one) 3. Develop further into generalizations in sentence form (e.g., An offer of friendship needs to come from an honest and sincere place or it may turn into betrayal and pain.) MORAL or LESSON of Fable: Take the fable lesson and connect to real life experience. READ BETWEEN THE LINES for meaning and authors message WHAT KIND OF A PERSON IS THE CHARACTER? Use those character traits to analyze how the character behaves and what the character does. LITERARY VOICE: 1st person Personal Narrative main character is telling the story 3rd person an outsider is telling the story Omniscient (all seeing) - we hear the thoughts of several characters in a story SETTING (see 4th grade above) Situation character condition at risk, or content, or expectant, or angered, or excitied WRITERS VOICE: Writing style and authors purpose meant to influence readers thoughts and feelings POETRY STYLES Free verse/Haiku/Cinquain/Limericks LITERARY GENRE (See 4th grade above)

STRAND 2: Comprehending Literary Text Concept 2. Historical and Cultural Aspects of Literature SAGE 4th Grade

Arizona Performance Objectives for 4th grade: PO1. Describe the historical and cultural aspects found in cross-cultural works of literature. Arizona Performance Objectives for 5th grade: (Same Performance Objective as for 4th grade above.)

KEY PHRASES CULTURAL COMPARISONS American British World Literature: By looking at Events, Characters, and Conflicts Selections from different cultures HISTORICAL ASPECTS American, British, and World Literature Selections from historical fiction and biography, or autobiography genres

STRAND 3: Comprehending Informational Text Concept 1. Expository Text SAGE 4th Grade
Arizona Performance Objectives for 4th grade: PO2. Distinguish fact from opinion in expository text. PO3. Determine authors main purpose for writing the expository text (e.g., to inform, to describe, to explain). PO4. Locate specific information by using organizational features of expository text. (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences). (Connected to Research Strand in Writing) PO5. Identify appropriate print and electronic reference sources needed for a specific purpose (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website). (Connected to Research Strand in Writing) PO7. Distinguish cause and effect. PO8. Draw valid conclusions based on information gathered from expository text. (PO1 and PO6 not included See PO1 and PO5 for 3rd grade.) Arizona Performance Objectives for 5th grade: PO2. Distinguish fact from opinion in expository text, using supporting evidence from text. PO5. Locate appropriate print and electronic reference sources for a specific purpose (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website). (Connected to Research Strand in Writing) PO7. Identify stated or implied cause and effect relationships. (PO1, PO3, PO4, PO6, and PO8 not included See PO1 for 3rd grade and PO3, PO4, PO6, and PO8 for 4th grade above.)
KEY PHRASES MAIN IDEA & Supporting Details FACT v. OPINION Facts can be proven; Opinions cannot be proven. Authors Main Purpose: TO INFORM TO DESCRIBE TO EXPLAIN TO ENTERTAIN ORGANIZATIONAL FEATURES: Title Table of contents Headings Captions Bold print Key words Glossary Index Italics Topic Sentence Concluding Sentence VARIOUS REFERENCES: Trade books/Encyclopedias Magazines Atlases/Almanacs Electronic sources Textbooks Dictionary/Thesaurus Periodical CD-ROM/Website VALID v. INVALID CONCLUSIONS Consider FACTS from selection to draw valid conclusions CAUSE AND EFFECT CHAIN Consider how effect becomes a new cause in a cause and effect chain IMPLIED v. STATED CAUSE AND EFFECT Distinguish between CLEARLY STATED and SUGGESTED cause and effect.

STRAND 3: Comprehending Informational Text Concept 2. Functional Text SAGE 4th Grade Arizona Performance Objectives for 4th grade: PO1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Arizona Performance Objectives for 5th grade: (PO1 and PO2 same as PO1 and PO2 for 4th grade above.) KEY PHRASES FUNCTIONAL TEXT USE: Letters Memos Directories Menus Schedules Pamphlets Search engines Signs Manuals Instructions Recipes Labels Forms TO LOCATE SPECIFIC INFORMATION HANDS-ON Follow directions To Solve problems Perform procedures Answer questions

STRAND 3: Comprehending Informational Text Concept 3. Persuasive Text SAGE 4th Grade Arizona Performance Objectives for 4th grade: PO1. Determine the authors position regarding a particular idea, subject, concept, or object. PO2. Identify persuasive vocabulary used to influence readers opinions (e.g., loaded/emotional words, exaggeration). Arizona Performance Objectives for 5 grade: PO1. Determine an authors position regarding a particular idea, subject, concept, or object, using supporting evidence from the text. PO2. Identify the intended effect of persuasive vocabulary that the author uses to influence readers opinions (e.g., loaded/emotional words, exaggeration, euphemisms). PO3. Identify the intended effect of persuasive strategies that the author uses to influence readers perspectives (e.g., peer pressure, bandwagon, repetition).
th

KEY PHRASES AUTHORS POSITION IN PERSUASIVE TEXT Pro Con Neutral Provide evidence for position from text.

PERSUASIVE VOCABULARY Loaded/Emotional Words and Exaggerated Claims (best, prettiest, safest, tastiest, friendly, new and improved, classy, cleaner, faster) Euphemisms substitution for mild or pleasant expression for one offensive or unpleasant PERSUASIVE STRATEGIES Peer pressure everyone likes it so you should like it, too Bandwagon everyone wants one so you should join in Repetition you hear it so many times, you start believing its good and you should have it

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