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 purpose exclusively with nonfiction texts. author’s 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.
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.
english-cf-2017-ada.docx