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Morgan County School District |
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Morgan County Curriculum 4.1 Elementary. |
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Reading - Reading Grade 4 |
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Forming a Foundation (20%)
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1.0.1 (DOK 2) ASSESSED
The learner will be able to
apply word recognition strategies like phonetic principles, context clues and structural analysis to determine pronunciation or meanings of words in passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Application |
Master |
1.0 |
(a) |
Classroom
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1.0.2 (DOK 2) ASSESSED
The learner will be able to
apply knowledge of synonyms, antonyms or compound words for comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Application |
Develop |
1.0 |
(a) |
Classroom
|
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1.0.3 (DOK 2) ASSESSED
The learner will be able to
know that some words have multiple meanings and identify the correct meaning as the world is used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Knowledge, Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
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1.0.4 (DOK 2) ASSESSED
The learner will be able to
apply the meanings of common prefixes or suffixes to comprehend unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Application |
Develop |
1.0 |
(a) |
Classroom
|
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1.0.5 (DOK 1) ASSESSED
The learner will be able to
identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Application |
Master |
1.0 |
(a) |
Classroom
|
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1.0.6 Supporting
The learner will be able to
formulate questions to guide reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
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1.0.7 Supporting
The learner will be able to
scan to find key information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Knowledge, Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
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1.0.8 Supporting
The learner will be able to
skim to get the general meaning of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation for Reading |
Knowledge, Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
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Developing Initial Understanding (35%)
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2.0.1 (DOK 2) ASSESSED
The learner will be able to
identify and describe the characteristics of fiction, nonfiction, poetry or plays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
|
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2.0.2 (DOK 3) ASSESSED
The learner will be able to
describe characters, plot, setting or problem/solution of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Application |
Master |
1.0 |
(a) |
Classroom
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2.0.3 (DOK 1) ASSESSED
The learner will be able to
locate key ideas or information in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
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2.0.4 (DOK 2) ASSESSED
The learner will be able to
interpret specialized vocabulary like words and terms specific to understanding the content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Application |
Master |
1.0 |
(a) |
Classroom
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2.0.5 (DOK 2) ASSESSED
The learner will be able to
identify and explain the sequence of activities needed to carry out a procedure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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2.0.7 (DOK 3) ASSESSED
The learner will be able to
make inferences or draw conclusions based on what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Analysis |
Master |
1.0 |
(a) |
Classroom
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2.0.6 Supporting
The learner will be able to
summarize information from a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
Comprehension |
Master |
1.0 |
(a) |
Classroom
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3.0.1 (DOK 3) ASSESSED
The learner will be able to
explain a character's or speaker's actions based on a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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3.0.2 (DOK 3) ASSESSED
The learner will be able to
explain how a conflict in a passage is resolved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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3.0.3 (DOK 2) ASSESSED
The learner will be able to
identify an author's purpose in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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3.0.4 (DOK 3) ASSESSED
The learner will be able to
identify main ideas or details that support them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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3.0.5 (DOK 2) ASSESSED
The learner will be able to
identify fact or opinion form a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Application |
Develop |
1.0 |
(a) |
Classroom
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3.0.6 (DOK 2) ASSESSED
The learner will be able to
identify information in a passage that is supported by fact.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Application |
Develop |
1.0 |
(a) |
Classroom
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3.0.7 (DOK 2) ASSESSED
The learner will be able to
identify an author's opinion about a subject.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Knowledge |
Develop |
1.0 |
(a) |
Classroom
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3.0.8 Supporting
The learner will be able to
identify informative or persuasive passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
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3.0.9 Supporting
The learner will be able to
identify commonly used persuasive techniques like emotional appeal and testimonial that are used in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
Knowledge |
Develop |
1.0 |
(a) |
Classroom
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Demonstrating a Critical Stance (5%)
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4.0.1 Supporting
The learner will be able to
connect information from a passage to students' lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflecting and Responding to Text |
Application |
Master |
1.0 |
(a) |
Classroom
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Reflecting and Responding to Text (0%)
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5.0.1 Supporting
The learner will be able to
evaluate what is read based on the author's word choice, content or use of literary elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
Evaluation |
Develop |
1.0 |
(a) |
Classroom
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5.0.2 Supporting
The learner will be able to
identify literary devices such as foreshadowing, imagery or figurative identify ( similes and personification).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
Comprehension |
Master |
1.0 |
(a) |
Classroom
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5.0.3 (DOK 2) ASSESSED
The learner will be able to
apply knowledge of text features like pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, heading, ton answer questions about a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
Application |
Master |
1.0 |
(a) |
Classroom
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5.0.4 (DOK 2) ASSESSED
The learner will be able to
identify the organizational pattern used (for example, sequence, cause and effect, or comparison and contrast) to understand the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
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