Students will identify sensory words and identify sensory words that describe sights, sounds, smells, and tastes, and describe the effect those particular words have describe how they make the reader feel. on the reader. refer to details and examples in a text when explaining what the text says, Students will use reading strategies throughout drawing conclusions/making inferences from text. the reading process to monitor comprehension. identify cause and effect relationships. Strategies include: draw conclusions/make inferences about make, confirm, or revise predictions. text; and read familiar text with fluency, accuracy, and prosody. make, confirm, and revise ongoing predictions. read with sufficient accuracy and fluency to support comprehension. To determine a functional reading student’s become aware of when they do not understand, (e.g., by reflecting upon and level for a specific text consider these word learning to articulate what exactly is causing difficulty). accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level 98-100% accuracy, or – about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level 90-97% accuracy, or –
Students will identify sensory words and describe the effect those particular words have on the reader. Students will use reading strategies throughout the reading process to monitor comprehension. Strategies include: draw conclusions/make inferences about text; and make, confirm, and revise ongoing predictions. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level – 90-97% accuracy, or identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel. refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text. identify cause and effect relationships. make, confirm, or revise predictions. read familiar text with fluency, accuracy, and prosody. read with sufficient accuracy and fluency to support comprehension. become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
PWCS%20Final%20Curriculum%20Framework%20Grade%204%20Rev.%203-2014.docx