mississippi language arts framework 2000

Level 4

English/Language Artscorrelated to the

Common CoreState Standards Initiative2010

Grade 4 Shurley Instructional Materials, Inc. page 1

Common Core Standards 2010 English/Language Arts

Shurley English Grade 4

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

457-458, 466, 470

460, 464, 468, 472

463, 467, 472

Discuss It Questions-Poetry Home Writing Assignment WA

Students will refer to References 194, 195, 197, 199, and 201. See items 1 & 2. See Activity section.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

458, 459, 462, 466, 470

463, 467, 472

Discuss It Question WA

See question 11 on page 458, 9 on page 462, 6 on page 466, 11 on page 470, The Activity section asks for the students’ interpretation.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

None

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

None



5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.4

None

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

116-117 Point of View Reference 70

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

None

8. (Not applicable to literature)

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

None

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

456-458

References 194, 195, 196 Poetry



1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

102, 163, 252, 282, 364, 408

201

438

Discovery Time Across the Curriculum Discuss It Questions

Some of many citations dispersed throughout the curriculum. Students will refer to Reference 190: Frogs and Toads.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

66

146-147

176-177

206

208-209

239

438

Reference 45: Sample Three-Point Paragraph Reference 86: Sample Three-Paragraph Essay Reference 104: Sample Five-Paragraph Essay Reference 115: Sample Persuasive Paragraph Reference 119: Sample Three-Paragraph Persuasive Essay Reference 131: Sample Five-Paragraph Persuasive Essay Discuss It Questions

Refer to References 41-45 for supporting details. Refer to References 84-86 for supporting details. Refer to References 102-104 for supporting details. Refer to References 114 and 115 for supporting details. Refer to References 117-119 for supporting details. Refer to References 129-131 for supporting details. Students will refer to Reference 190: Frogs and Toads.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

529

102, 130, 160, 255, 390

Hands-On Activities Discovery Time

See item 1 on page 529. Sport Histories



4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

13-490 References 10-221 Grammar and writing terms and phrases are used throughout the text

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

529 Resource Tool: Study Skills

Cause and Effect

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

None

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

170

396-397

527

527

528

529

530

Across the Curriculum Dramatic Presentations Resource Tool: Maps Resource Tool: Charts Resource Tool: Graphs Hands-On Activities Resource Tool: Cause and Effect

Presentation will illicit an interpretation from the student. Refer to References 177 and 67: Audience Response items 7 & 8. See Line, Pie, and Bar Graphs. See item #1.

8. Explain how an author uses reasons and evidence to support particular points in a text.

64-67

144-147

References 42-46 References 83-86

Writing Expository Paragraph Essay



9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

102, 194, 226, 278, 306, 338

460, 464, 468, 472

477

480-482

483-484

485-486

487-488

Discovery Time WA (Writing Assignment) Learn It section: Main Sources Used to Research a Topic Taking Notes Writing an Outline Write a Rough Draft Write the Final Copy

See item #1. These are some of many citations dispersed throughout the curriculum. See item #1. Reference 207 References 210-212 References 213 and 214 Reference 215 References 218 and 219

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None



3. Know and apply grade-level phonics and word analysis skills in decoding words.

None

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

511

511

511

Resource Tool: Prefixes Resource Tool: Suffixes Suffix Spelling Check

4. Read with sufficient accuracy and fluency to support comprehension.

30, 34, 44, 49, 88, 124

31, 60, 90, 106, 132, 154

33, 62, 93, 134, 157, 164

Question and Answer Flow: Pattern 1, Introductory Sentences Question and Answer Flow: Pattern 1, Practice Sentences Classroom Practice

References 23 and 24-*Practiced daily and repeated systematically. These are samples of multiple correlates. References 23 and 24-*Practiced daily and repeated systematically. These are samples of multiple correlates. *Practiced daily and repeated systematically. These are samples of multiple correlates.



a. Read on-level text with purpose and understanding.

20, 100, 221, 270, 456, 471

66, 147, 177, 209, 269, 353

457, 462,463, 466, 467, 470, 471

Reference Sections 15, 65, 125, 141, 194, 202 Sample Writing Pieces

Poetry Samples

These are some of many citations dispersed throughout the curriculum. *See pages 506-508 for a complete list of References. References 45, 86, 104, 119, 139, and 169. These are some of many citations dispersed throughout the curriculum.

Reference Sections 195, 196, 197, 198, 199, 200, 201, 202

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

456-458

459

461

462-463

465

466-467

469

470-471

472

473

473

Learn It, Discuss It , and Read It: Poetry

WA 36 Share It: WA 36 #1 Read It; WA 38 Share It: WA 38 #1 Read It; WA 40 Share It: WA 40 Read it WA 42

Share It: WA 42

Across the Curriculum Activity

Reference 194, 195, and 196

Special Instructions: #3 References 197 & 198-Parts of Speech Poem; Special Instructions: #3 References 199 & 200-Acrostic Poem; Special Instructions: #3 References 201 & 202-Couplet, Triplet, and Quatrain Poems Special Instructions: #3

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

None



1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

204-206

206-209

209, 235, 240

228

237-239

315-316

344-346

352-353

The Persuasive Paragraph The Persuasive Paragraph & Three-Paragraph Persuasive Essay WA Homework Five-Paragraph Persuasive Essay Writing a Book Review for a Fiction Book; WA 24 Writing a Book Review for a Nonfiction Book; WA 27 Write a Comparison-Contrast Essay

References 114 & 115 References 116-119 Home Connection Activity: Family Activity for Persuasive Writing References129-131 Reference 156 Reference 167 Reference 169: Item #4 reads, “It can also include what you think…”

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

204-209

204

205-206

209

206

206-208

Learn It sections, Compare It section- The Persuasive Paragraph & the Three-Paragraph Persuasive Essay Learn It section (bottom of pages 204) Writing a Persuasive Paragraph Writing Assignment (WA) Outlines for the Persuasive Paragraph Essay Learn It sections, Writing the Introduction for a Three-Paragraph Persuasive Essay, Writing the Body for a Three-Paragraph Persuasive Essay.

Use Reference 48: Prewriting Map Example, page 69, and the Sentence Outline, page 72, for the Persuasive Writing Format. Reference 114-Persuasive Writing References 115 *Information applied to all Persuasive Writing pieces. See Writing Topics, Special Instructions 1 & 2 Reference 116 References 117 and 118 *Information applied to all Persuasive Writing pieces.



b. Provide reasons that are supported by facts and details.

204-206

207-208

238

315-316

344-345

Writing the Body for a Persuasive Paragraph Writing the Body for a Three-Paragraph Persuasive Essay. Writing the Body for a Five-Paragraph Persuasive Essay Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book

Learn It section: Reference 115: Supporting Sentences. *Information applied to all Persuasive Writing pieces. Learn It section: Reference 118 *Information applied to all Persuasive Writing pieces. Learn It section: Reference 130 Reference 156: #4 Reference 167: #4

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

105, 499

115, 143, 173, 204, 237, 376

115-116

117

120

124-127,500

141

147

154-155

155-156

The Transition Word Jingle Student Tip Different Writing Forms WA Oral Review Questions The Conjunction Sound-Off Jingle, Coordinate Conjunctions, Classroom Practice WA WA Coordinate Conjunctions, The Compound Sentence Identifying and Correcting Run-on Sentences

Jingle 12 Transition words; These are some of many citations dispersed throughout the curriculum. Reference 69 See item #6: using time-order form See item #14 Jingle 16, Reference 75; See Exercises 2 & 3 on page 127. See item #3: using time-order form See item #4: using time-order form References 91 and 92 References 93-95



Continued

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

131, 134, 161, 164

137, 167

171, 178, 354

352-353

Classroom Practice Chapter Checkup: Ex. 3 & 4 WA Writing a Comparison-Contrast Essay

See Exercises 3 and 4; Exercises 4 and 5 on page 164. See Exercises 3 & 4 See item #3: using time-order form Reference 169: The two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases.

d. Provide a concluding statement or section related to the opinion presented.

208

239

Learn It section: Writing the Conclusion for a Three-Paragraph Persuasive Essay Learn It section: Writing the Conclusion for a Five-Paragraph Persuasive Essay

Reference 119 *Information applied to all Persuasive Writing pieces. Reference 131 *Information applied to all Persuasive Writing pieces.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

70, 75, 113, 117, 178, 202

460, 464, 468, 472

102, 194, 252, 278, 309, 390

WA Home Writing Assignment Discovery Time Activity

These are some of many dispersed throughout the curriculum, for a complete list, see Pg. 509.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

56-57

58

59

62

63-72

144-147

Topics and Paragraphs Classroom Practice Homework Chapter Checkup Expository Writing and the Three-Point Paragraph Three-Paragraph Expository Essay

Use References 37 & 38. See Skills section See Exercise 3 Use References 41-48, the Prewriting Map, and the Sentence Outline. Use References 83-86.



Continued

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

173

174-177

474-487

483-484

Comparing a Three-Point Paragraph and a Three-Paragraph Essay The Five-Paragraph Essay Steps for Writing a Research Report

Write an Outline

Reference 100 See References 101-104. References 203-218

References 213: items 2-6 and 214

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

63-72

144-147

173

174-177

474-476

480-487

483-484

516

Expository Writing and the Three-Point Paragraph Three-Paragraph Expository Essay Comparing a Three-Point Paragraph and a Three-Paragraph Essay The Five-Paragraph Essay Steps for Writing a Research Report Take Notes Write an Outline Resource Tool

Use References 41-48, the Prewriting Map, and the Sentence Outline. See Supporting Sentences. Use References 83-86. See Supporting Sentences. Reference 100 See References 101-104. See Supporting Sentences. References 203-218 References 210-212 References 213: items 2-6 and 214 Illustration column 1-3, page 516

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

105, 499

115, 143, 173, 187, 204, 237, 376

115-116

The Transition Word Jingle Student Tip Different Writing Forms

Jingle 12 Transition words/conjunctions; These are some of many citations dispersed throughout the curriculum. Reference 69



Continued

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

117

120

124-127,500

141

147

154-155

155-156 131, 134, 161, 164

137, 167

171, 178, 354

186-188

352-353

WA Oral Review Questions The Conjunction Sound-Off Jingle, Coordinate Conjunctions, Classroom Practice WA WA Coordinate Conjunctions, The Compound Sentence Identifying and Correcting Run-on Sentences Classroom Practice Chapter Checkup: Ex. 3 & 4 WA The Complex Sentence and Subordinate Conjunctions Writing a Comparison-Contrast Essay

See item #6: using time-order form See item #14 Jingle 16, Reference 75; See Exercises 2 & 3 on page 127. See item #3: using time-order form See item #4: using time-order form References 91 and 92 References 93-95 See Exercises 3 and 4; Exercises 4 and 5 on page 164. See Exercises 3 & 4 See item #3: using time-order form Use References 108-110 Reference 169: The two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

102, 133, 226, 338 Discovery Time



e. Provide a concluding statement or section related to the information or explanation presented.

66-67

144, 146

174

176

480-485

Learn It section: Writing the Conclusion for a Three-Point Expository Paragraph Learn It section: Writing the Conclusions for a Three-Paragraph Expository Essay Outlines for the Three-Paragraph Essay & the Five-Paragraph Essay (Conclusion) Learn It section: Writing the Conclusion for a Five-Paragraph Expository Essay Take Notes, Discuss It section, Conclusion

Reference 44 and 46: Sentence 9 Reference 83: Paragraph 3 and Reference 86 Reference 101 Reference 104 Reference 210: #3, Reference 211 Note Cards 12 & 13, Reference 212 #7, Reference 213 #7, Reference 214-Conclusion, Reference 215-Paragraph 5

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

293-294

295, 319, 321, 350, 377

320-321

349

376-377

Story Elements with Dialogue WA Story Elements without Dialogue Across the Curriculum Learn It section: Writing a Tall Tale

Reference 152 Reference 157 See item 2. Reference 174

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

293-294

320-321

349

295, 319, 321, 350, 377

376-377

Story Elements with Dialogue Story Elements without Dialogue Across the Curriculum Activity WA Learn It section: Writing a Tall Tale

Reference 152: Items 1-4; Learn It & Review It paragraphs (middle of Pg 294) Reference 157: Items 1-4 See items 2 & 3 See Writing Topics Reference 174: 1-5



b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

293-294

349

295, 319, 377

376-377

Story Elements with Dialogue Across the Curriculum Activity WA Learn It section: Writing a Tall Tale

Reference 152: Items 1-4; Learn It & Review It paragraphs (middle of Pg 294) See items 2 & 3 Special Instructions: #3 Reference 174: 1-5

c. Use a variety of transitional words and phrases to manage the sequence of events.

105, 499

115-116

115,143, 237, 263, 352, 376

117, 141, 147, 171, 178, 262

120

Jingle 12-The Transition Word Jingle Different Writing Forms Student Tip- Transition Words WA Oral Review Questions

Jingle 12-Reviewed & concept applied to writing throughout the text. Reference 69: Items 2 & 3 Blue-colored box/rectangle dispersed throughout textbook. See item Special Instructions: using time-order/transition writing form. See # 14

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

36, 41, 46

263-264

274

277

265, 291, 295, 319, 321, 350

289, 349

293-294

456

Practice and Revised Sentences Descriptive Writing Rules for Punctuating Beginning Quotes Rules for Punctuating Ending Quotes WA Across the Curriculum Story Elements for a Narrative With Dialogue Poetry

References 27, 29, 31 References 138 and 139 Reference 142 Reference 144 See Writing Topics and Special Instructions: #2 Reference 148 Reference 194



e. Provide a conclusion that follows from the narrated experiences or events.

66-67

70 & 72

146-147

263-264

75, 117, 141, 147, 265, 291

Writing the Conclusion for a Three-Point Expository Paragraph Sentence Outline for an Expository Paragraph Writing the Conclusion for a Three-Paragraph Expository Essay Descriptive Writing WA

References 44 and 46 (Use with Writing Assignments) Reference 86 References 138 and 139

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

63-69, 72

144-147

174-177

204-209

237-239

293--294

Expository Writing and the Three-Point Format Three-Paragraph Expository Essay Five Paragraph Expository Essay Persuasive Writing Five-Paragraph Persuasive Essay Story Elements for a Narrative with Dialogue

References 41-48; Sentence Outline for an Expository Paragraph References 83-86 References 101-104 References 114-119 References129-131 Reference 148



Continued

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

315-316

320-321

344-345

75, 147, 178, 209. 240, 295, 316, 346

Writing a Book Review for a Fiction Book Story Elements for a Narrative without Dialogue Writing a Book Review for a Nonfiction Book WA

Reference 156 Reference 157 Reference 167

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

76-78

79-81

82, 148, 241, 266, 296, 378

82, 148, 241, 266, 296, 378

85, 149, 242, 267, 297, 379

109, 138, 240, 265, 295, 377

349

Revising Checklist, Discuss It Questions Editing Checklist, Discuss It Questions Revising & Editing Schedule Student Tip Writing Evaluation Guide WA Across the Curriculum

References 51 & 52. Checklist applied to the Rough Draft on all Writing Assignments. References 53 & 54. Checklist applied to the Rough Draft on all Writing Assignments. Reference 55: items 1-3. One of many citations used throughout the curriculum. Students will use this for all Writing Assignments. One of many citations used throughout the curriculum. Some of many sampled cited throughout the curriculum. See item 1.



6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

102, 163, 252, 282, 338, 408

110, 169, 232, 261, 288, 318

168, 459, 463, 467, 472

396, 398

460, 464, 468, 472

228, 369, 410, 427

515

530-533

Discovery Time Publishing Checklist WA Guidelines for Dramatic Presentations Home Writing Assignment Homework Resource Tool: Video Presentations Resource Tool: Technology

See #1: Computer resources. Some of many citations dispersed throughout the curriculum. For a complete list, see page 509. See Special Instructions. Used with all Writing Assignments throughout the curriculum. One of many citations dispersed throughout the curriculum. On page 168, see writing topic #1. See Special Instructions: #1 on all other pages. Reference 177 See Special Instructions: #3 See paragraph for instructions.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

474-490

168, 491

102, 130, 255, 278, 333, 388

514, 525

Research Reports WA Discovery Time Hands-On Activities

References 203-221 Refer to Reference 221, page 490. Some of many citations dispersed throughout the curriculum. For a complete list, see page 509.



8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

168, 459, 463, 467, 472

460, 464, 468, 472

475

476

480-482

WA Home Writing Assignment The Topic Guide Narrowing a Topic and Selecting the Main Points Taking and Organizing Notes

See writing topic #1 on page 168. See Activity section of WA for pages 459-472. Reference 204 References 205 & 206 References 210 -212

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

102, 191, 223, 252, 364, 412

168, 459, 463, 467, 472

170, 201, 289

460, 464, 468, 472

Discovery Time WA Across the Curriculum Home Writing Assignment

Some of many citations dispersed throughout the curriculum. For a complete list, see page 509. See item 2 on page 201

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

315-316

316

Fiction Book Review WA #24

Reference 155

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

None



10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

12, 57, 136, 215, 285, 451

52-55

209

210-211

212

231

232

102, 163, 252, 282, 338, 408

113, 171, 202, 262, 319, 350

474-489

490

228, 284, 427, 460, 464, 468, 472

Journal Writing Learn It & Apply It sections, Independent Practice and Revised Sentences Assign WA 14 Writing Time- Revise, Edit, and Write a Final Paper for WA 14 Hand in WA 14 for grading Conference Time for WA 14 and Assign WA 15 Publish It: WA 14 Discovery Time Student Note Research Reports Schedule for an Independent Research Report Home Writing Assignment

Reference 9-Assignments are dispersed throughout each chapter. References 34 and 35 Follow “Special Instructions” (Prewriting through Rough Draft) Note: The Writing Process is applied in WA 14 Reference 55 Reference 66 Some of many citations dispersed throughout the curriculum. For a complete list, see page 509. Student Note states that some of the students’ writing pieces will be selected for revision/editing later in the year. References 203-220 Reference 221



1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

82, 148, 179, 241, 266, 322

109, 138, 199, 231, 287, 373

135, 165, 196, 228, 311, 392

86, 150, 181, 243, 268, 298

35, 125, 215, 302-303, 329, 457

170, 201, 233, 349, 439, 473

54, 471

223

512, 514, 525, 526, 529,

Revising & Editing Schedule and Writing a Final Paper, Student Tip Conference Time Homework: Home Connection Oral Review Questions Discuss It Across The Curriculum Student Activity Student Tip: Verb Tense Game Hands-On Activity

Reference 55- These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum where the student will meet with the teacher to discuss the WA. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

86, 150, 181, 243, 268, 298

35, 80-81, 215, 271, 302-303, 438

457, 458, 462, 466, 470

170, 201, 233, 289, 349, 473

Oral Review Questions Discuss It Questions Discuss It Questions-Poetry Across the Curriculum

Students will have read through Reference pages prior to discussion. These are some of many citations dispersed throughout the curriculum.



b. Follow agreed-upon rules for discussions and carry out assigned roles.

111, 397, 454, 494

110, 169, 232, 261, 288, 318

102, 139, 170, 201, 233, 319

89, 106, 248, 271, 306, 359

461, 465, 469, 473

Share Time Guidelines

Publishing Checklist

Discovery Share Time

Skill Builder Share It-Poetry

Reference 67

Reference 66: item 2

See item 2 on page 102. These are some of many citations dispersed throughout the curriculum.

Some of many citations dispersed throughout the curriculum.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

111, 397, 454, 494

86, 150, 181, 243, 268, 298

Share Time Guidelines Oral Review Questions

Reference 67: See Audience Response item 8 Students will have read through Reference pages prior to discussion.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

82, 148, 179, 241, 266, 322

170, 233, 289, 349

102, 139, 170, 201, 233, 319

135, 165, 228, 257, 284, 392

458, 462, 466, 470

Revising & Editing Schedule

Across the Curriculum

Discovery Share Time Home Connection

Discuss It Questions-Poetry

Reference 55- These are some of many citations dispersed throughout the curriculum.

These are some of many citations dispersed throughout the curriculum.

See questions that read, “What does this poem mean to you?” and “Did you enjoy this poem? Why or why not?”

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

170, 201, 289, 349, 473

284, 460, 464, 468, 472

458, 462, 466, 470

527

527

528


Home Writing Assignment

Discuss It Questions-Poetry

Resource Tool: Maps

Resource Tool: Charts

Resource Tool: Graphs

See item 2 on page 201. See item 3 on page 349.

See Home Connection: item 1 on page 284.

See questions that read, “What does this poem mean to you?” and “Did you enjoy this poem? Why or why not?”



3. Identify the reasons and evidence a speaker provides to support particular points.

204-209

228

Persuasive Writing Homework

References 114-119 See Home Connection: item 2.

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

102, 163, 252, 282, 338, 408

117, 147, 235, 295, 316, 321

170, 233, 349, 473

59, 196, 284

398

Discovery Time WA Across the Curriculum Home Connection Guidelines for Dramatic Presentations

See #2-Discovery Share Time. These are some of many citations dispersed throughout the curriculum. Refer to Reference 66: item 2 & Reference 67, pages 110-111, for publishing checklist. Some of many citations dispersed throughout the curriculum. Reference 177

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

527

527

528

Resource Tool: Maps Resource Tool: Charts Resource Tool: Graphs

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

None



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

58, 127, 220, 279, 330, 371

62, 108, 167, 198, 286, 417

30, 44, 88, 124, 214, 358

31, 60, 106, 285, 362, 420

32, 41, 52-55, 112-114, 234, 290

Classroom Practice: Editing Exercise Chapter Checkup: Editing Exercise The Question and Answer Flow-Introductory Sentences The Question and Answer Flow-Practice Sentences Practice and Revised Sentences

Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

34-35, 497

121, 499-500, 502

122-123, 245

121, 500

123

182, 501

183-184

Adverbs Pronoun Jingles Pronouns Possessive Pronoun Jingle Possessive Pronoun Adjective Possessive Noun Adjective Jingle Possessive Nouns

Jingle 5-The Adverb Jingle, Reference 26 See Jingle 13-The Pronoun Jingle, Jingle 14- The Subject Pronoun Jingle, Jingle 15-The Possessive Pronoun Jingle, and Jingle 22-The Object Pronoun Jingle. See References 72-74 and 133. Also see Skill Builder. Jingle 15 Reference 74 Jingle 19



Continued

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

36-37, 41-42, 46-47, 140-142, 234-236, 350-351

38, 43, 93, 134, 220,

49, 90, 136, 185, 248, 272

178, 202, 209, 240, 262, 354

Practice and Revised Sentences Classroom Practice Question and Answer Flow

WA

Reference 107; See Skill Builder on page 184. Exercise 1. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. See item 4. These are some of many citations dispersed throughout the curriculum.

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb

tenses.

216-218

222

220, 224, 227

223

228

230

Verb Tenses Tenses of Helping Verbs Classroom Practice Student Tip Homework Chapter Checkup

References 122, 123, and 124. Reference 126 See Skills section. Verb-Tense Game See Skills section.

c. Use modal auxiliaries (e.g., can, may, must) to convey various

conditions.

151, 500

152

153

165

Helping Verb Jingle Helping Verbs Natural and Inverted Word Order Homework

Jingle 17 Reference 88 Reference 90: item 2, “A helping verb.” Home Connection: Family Activity for Verbs and Helping Verbs

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

39, 497

40

45

Adjective Jingle Adjectives Article Adjectives

Jingle 6 Reference 28 Reference 30



Continued

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

41-42, 46-47, 52-55,

39, 44, 106, 162, 185, 229, 359, 420

43, 48, 51, 131, 189, 341

121, 500

123

182, 501

183-184

Practice and Revised Sentences Question and Answer Flow Classroom Practice Possessive Pronoun Jingle Possessive Pronoun Adjective Possessive Noun Adjective Jingle Possessive Nouns

These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum Jingle 15 Reference 74 Jingle 19 Reference 107; See Skill Builder on page 184.

e. Form and use prepositional phrases.

87, 100, 498

88-89

89

245

349

93, 103, 189, 247, 250, 361

108, 167, 230, 259, 342, 371

112-114, 140-142, 170-172, 202-203

90, 124, 152, 225, 301, 403

The Preposition , The Object of the Preposition Jingles, and The Prepositional Phrase Jingle

Prepositions, Object of the Preposition, and Prepositional Phrases

Identifying Adverbs and Prepositions

Object Pronouns Across The Curriculum

Classroom Practice

Chapter Checkup

Practice and Revised Sentences

Question and Answer Flow

Jingles 8, 9, 10, and 11

Reference 59

Reference 60

Reference 133 Item 1

Exercise 1; These are some of many citations dispersed throughout the curriculum.






f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

36-37, 41-42, 170-172, 202-203

126

155

155

156

156

186

187

188

127, 131, 134, 157, 164, 189

135, 165

167, 198

170

180

Practice and Revised Sentences Simple Sentences, Fragments, Run-ons, and Compound Sentences The Compound Sentence Comma Splices and Run-on Sentences Using Compound Sentences to Correct Run-on Sentences Identifying S, F, SCS, SCV, and CD Clauses and Subordinate Conjunctions The Complex Sentence A Review of the Types of Sentences Classroom Practice Homework Chapter Checkup Across the Curriculum Writing Evaluation Guide

These are some of many citations dispersed throughout the curriculum. Reference 76 Reference 92; See Reference 91 on page 154; See Student Tip. Reference 93 Reference 94 Reference 95 Reference 108 Reference 109; See Student Tip. Reference 110 See Skills section. Some of many citations dispersed throughout the curriculum. See Skills section. Item 9- Applied to and evaluated on all Writing Assignments.

g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

129

130

217

218-219

Homonym Chart

Editing a Paragraph with Homonym

Regular and Irregular Verbs

Verb Chart

Reference 78

Reference 79

Reference 123

Reference 124; See Student Tip.



Continued

g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

302

329

332-333

131, 134, 224, 227, 304, 330, 339

135, 228, 311, 340

137, 230, 313 , 342

511

Rules for Making Nouns Plural Rules for Making Nouns Possessive Contraction Chart Classroom Practice Homework Chapter Checkup Resource Tool

Reference 150; Refer to Discuss It section. Reference 160 Reference 162; See Student Tip. See Skills & Editing sections. See Skills & Editing sections. Suffix Spelling Check (bottom of page)

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

13-14

14

17-19

20

16, 21, 27, 38, 195, 256, 330

79-81

82

85, 149, 180, 211, 297, 455

170, 201, 233

517

Capitalization Rules Using Capitalization Rules Punctuation Rules Learn It; Capitalization & Punctuation Rules and the Editing Guide Classroom Practice Editing Checklist for Step 4 in the Writing Process; Discuss It Learn It; Revising & Editing Schedule and Writing a Final Paper Writing Evaluation Guide Across the Curriculum Hands-On Activities

References 10 & 11 Reference 12 References 13 & 14 Reference 15 See Editing Exercise. Some of many citations dispersed throughout curriculum. References 53 & 54. Applied to and evaluated on all Writing Assignments. Reference 55; See Student Tip. Applied to and evaluated on all Writing Assignments. See Editing Check-Applied to and evaluated on all Writing Assignments. Item 1



a. Use correct capitalization.

13-14

14

20

16, 21, 27, 38, 195, 256, 330

32,112-114, 140-142, 170-172, 202-203

85, 149, 180, 211, 297, 455

Capitalization Rules Using Capitalization Rules Learn It; Capitalization & Punctuation Rules and the Editing Guide Classroom Practice Practice and Revised Sentences Writing Evaluation Guide

References 10 & 11 Reference 12 Reference 15 See Editing Exercise. Some of many citations dispersed throughout curriculum. Reference 25: see last sentence in paragraph under Practice It. Some of many citations dispersed throughout curriculum. Items 16 & 17. Applied to and evaluated on all Writing Assignments.

b. Use commas and quotation marks to mark direct speech and quotations from a text.

273

274

277

281

275, 279, 283, 304, 307, 310

284

286, 313, 342, 371, 394

293-294

295, 319, 377

85, 149, 180, 211, 297, 455

Skill Time Rules for Punctuating Beginning Quotes Rules for Punctuating Ending Quotes Other Quotation Rules Classroom Practice Homework Chapter Checkup Story Elements for a Narrative With Dialogue; Review It WA Writing Evaluation Guide

See Compare It. Reference 142 Reference 144 Reference 146 See Skills and/or Editing sections. Reference 148 See item 3. See items 18 and 21. Applied to and evaluated on all Writing Assignments.



c. Use a comma before a coordinating conjunction in a compound sentence.

154

155

155, 156

155

156

156

188

157, 161, 164, 189, 192, 195

165

167, 198

170

85, 149, 180, 211, 297, 455

Coordinate Conjunctions The Compound Sentence Student Tip Comma Splices and Run-on Sentences Using Compound Sentences to Correct Run-on Sentences Indentifying S, F, SCS, SCV, and CD A Review of the Types of Sentences Classroom Practice Homework Chapter Checkup Across the Curriculum Writing Evaluation Guide

Reference 91 Reference 92 Reference 93 Reference 94 Reference 95 Reference 110: CD….A compound sentence and item 4. See Skills and Editing sections. Items 2 and 3. See Skills section. See items 9, 18, and 21. Applied to and evaluated on all Writing Assignments.

d. Spell grade-appropriate words correctly, consulting references as needed.

23, 94, 158, 225, 269, 331

112, 140, 202, 234, 350

303

521-522

522

Vocabulary Words Student Tip Student Activity Resource Tool: The Dictionary/Thesaurus Resource Tool: The Library

Located in Reference boxes throughout the curriculum. See items 1 and 2.



3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

90, 124, 152, 225, 301, 403

32,112-114, 140-142, 170-172, 202-203

28, 86, 120, 212, 268, 357

30, 214, 270, 326

457, 462, 466, 470,

514

201

109, 202, 295, 346, 377

85, 149, 180, 211, 297, 455

Question and Answer Flow

Practice and Revised Sentences Oral Review Sentence Patterns Sample Poems

Resource Tool: Interviews


WA

WEG

Some of many dispersed throughout curriculum.

Some of many dispersed throughout curriculum. Some of many dispersed throughout curriculum. References 24, 121, 141, 159 Poems show correct use of conventions.

A culmination of grammar and writing skills are applied and evaluated on each Writing Assignment. Some of many dispersed throughout curriculum.

Refer to Revising and Editing Check.

a. Choose words and phrases to convey ideas precisely.*

52

53, 112, 140, 171, 202

55, 114, 142, 172, 203, 236

Practice & Revised Sentences Student Tip Class Room Practice

Reference 34 #2 Directions

b. Choose punctuation for effect.*

49-50

274

277

281

293-294

The Four Kinds of Sentences and the End Mark Flow Rules for Punctuating Beginning Quotes Rules for Punctuating Ending Quotes Other Quotation Rules Story Elements for a Narrative With Dialogue; Review It

References 32 and 33 Reference 142 Reference 144 Reference 146 Reference 148



c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

None

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly

from a range of strategies.

None

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

None

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

None

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

53, 112, 140, 202, 234, 350

521-522

Student Tip Resource Tool: Dictionary/Thesaurus

Some of many citations dispersed throughout curriculum.



5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

23

25-26

25, 94, 132, 213, 308, 366

22

56

91-92

159

143

129

130

332-333

33, 58, 99, 134, 307, 334

302-303

329

59, 104, 135, 165, 311, 340

456-457

Vocabulary Words

Word Analogies

Vocabulary and Analogy Words Synonym and Antonyms

Topics and Paragraphs

Subject-Verb Agreement Rules

Choosing A or An

Changing Plural Categories to Singular Points

Homonym Chart

Editing a Paragraph with Homonyms Contraction Chart Classroom Practice Rules for Making Nouns Plural; Discuss It Rules for Making Nouns Possessive; Discuss It Homework Poetry-Figurative Language

Reference 17; See Reference 18, also.

Reference 20; See Reference 21, also.

Reference 19; Some of many citations dispersed throughout curriculum. Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Tip.)

Reference 37 and Reference 38

Reference 61; See Student Tip/Note.

Reference 97

Reference 82

Reference 78

Reference 79 Reference 162; See Student Tip. Some of many citations dispersed throughout curriculum. Reference 150 Reference 160 Reference 194 (4

th paragraph/middle of

page); See Discuss It question 2.

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

456-457 Poetry-Similes and Metaphors

Reference 194: Items 1 & 2; See Discuss It questions 4 & 5.



b. Recognize and explain the meaning of common idioms, adages, and proverbs.

None

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

22

23,

25-26

52, 112, 140, 202, 234, 350

28

24, 27, 33

52-53, 112-114, 140-142, 234-236, 290-292, 350-351

Synonyms and Antonyms Vocabulary Words Word Analogies Learn It; Independent Practice and Revised Sentences Oral Review Questions Classroom Practice Independent Practice and Revised Sentences

Reference 16; See Student Tip. Reference 17: See Synonym/Antonym Some of many citations dispersed throughout the curriculum. Reference 20 Under Learn It paragraph, see sentence that reads” A Revised Sentence is.” (middle of paragraph); Reference 34. Some of many citations dispersed throughout the curriculum. Reference 34: See items 2 & 4. (Items 2 & 4 will be applied to all revised sentences) These are some of many citations dispersed throughout the curriculum.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal

preservation).

None

mississippi language arts framework 2000

Documents