Language Arts
Grade 4: Reading |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning; |
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2.
recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning; |
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3.
use knowledge of words and cueing systems to read fluently; |
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4.
reflect on and identify their strengths as readers, areas for improvement,
and the strategies they found most helpful before, during, and after reading. |
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Specific Expectations
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1.
Reading for Meaning |
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Variety
of Texts: 1.1 read a variety of texts from diverse cultures, including
literary texts (e.g., myths, plays, short stories, chapter books, letters,
diaries, poetry), graphic texts (e.g., graphic novels, diagrams, brochures,
graphs and graphic organizers, charts and tables, maps), and informational
texts (e.g., textbooks, non-fiction books on a range of topics, print and
online newspaper and magazine articles or reviews, print and online
encyclopedias and atlases, electronic texts such as e-mails or zines) |
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Purpose:
1.2 identify a variety of purposes for reading and choose reading materials
appropriate for those purposes (e.g., letters and diaries for information and
new ideas, leisure/hobby books and magazines for recreation and interest,
print and online magazine or newspaper articles to research a current issue,
instructions or information about how to play a computer game) |
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Comprehension
Strategies: 1.3 identify a variety of reading comprehension strategies and
use them appropriately before, during, and after reading to understand texts
(e.g., activate prior knowledge through brainstorming; ask questions to focus
or clarify reading; use visualization to clarify details about such things as
the sights, sounds, and smells in a medieval castle; make and confirm
predictions based on evidence from the text; synthesize ideas during reading
to generate a new understanding of a text) |
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Demonstrating
Understanding: 1.4 demonstrate understanding of a variety of texts by
summarizing important ideas and citing supporting details (e.g., make an
outline of a section from a textbook in another subject to prepare for a
test) |
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Making
Inferences/Interpreting Texts: 1.5 make inferences about texts using stated
and implied ideas from the texts as evidence. Teacher prompts: "What
does the graphic show that the text doesn't tell you?" "If you just
saw the picture without the speech bubble/text box, what would you
think?" "What does the author want you to realize when she
says...?" |
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Extending
Understanding: 1.6 extend understanding of texts by connecting the ideas in
them to their own knowledge, experience, and insights, to other familiar texts,
and to the world around them. Teacher prompts: "Are there personal
connections that you can make to the events in the text?" "How are
other books by this author similar to the one we are reading?"
"Which other books/movies/articles/online texts share a similar
topic/theme/point of view?" |
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Analysing
Texts: 1.7 analyse texts and explain how specific elements in them contribute
to meaning (e.g., narrative: characters, setting, main idea,
problem/challenge and resolution, plot development; review: statement of
opinion, reasons for opinion, concluding statement). Teacher prompts:
"How does the author use the setting to establish the mood of the text?
Is it effective?" "How does the author use the opening paragraph to
establish a framework for the book review?" |
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Responding
to and Evaluating Texts: 1.8 express opinions about the ideas and information
in texts and cite evidence from the text to support their opinions. Teacher
prompts: "Do you agree with the decisions made by the main character in
the story?" "What is your opinion of this newspaper article? What
evidence in the text supports your opinion?" |
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Point
of View: 1.9 identify the point of view presented in a text, citing
supporting evidence from the text, and suggest some possible alternative
perspectives (e.g., identify words or phrases that reveal the point of view
presented; write a letter or use role play to present the perspective of a
character whose voice is not heard in the text). Teacher prompt: "Whose
voice/opinion is missing from this text? Why do you think it has been left
out of the text? What words might you give to this missing voice?" |
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2.
Understanding Form and Style |
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Text
Forms: 2.1 explain how the particular characteristics of various text forms
help communicate meaning, with a focus on literary texts such as a diary or
journal (e.g., first-person record of events, thoughts, and feelings, usually
in prose, gives a personal perspective on events; dated daily or weekly
entries provide context), graphic texts such as a brochure (e.g., headings,
subheadings, text boxes, photographs, lists, and maps clarify and highlight
important material), and informational texts such as an encyclopedia (e.g.,
table of contents, glossary, index, headings, and subheadings help the reader
use key words to locate information) |
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Text
Patterns: 2.2 recognize a variety of organizational patterns in texts of
different types and explain how the patterns help readers understand the
texts (e.g., comparison in an advertisement; cause and effect in a magazine
or newspaper article) |
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Text
Features: 2.3 identify a variety of text features and explain how they help
readers understand texts (e.g., the back cover copy for a book helps readers
decide whether the book will interest them; titles, subtitles, captions,
labels, a menu allow the reader to skim a text to get a general idea of what
it is about) |
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Elements
of Style: 2.4 identify various elements of style - including alliteration,
descriptive adjectives and adverbs, and sentences of different types,
lengths, and structures - and explain how they help communicate meaning
(e.g., alliteration and rhythm can emphasize ideas or help convey a mood or
sensory impression) |
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3.
Reading with Fluency |
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Reading
Familiar Words: 3.1 automatically read and understand high-frequency words,
most regularly used words, and words of personal interest or significance in
a variety of reading contexts (e.g., words from grade-level texts;
terminology used regularly in discussions and posted on anchor charts; words
from shared-, guided-, and independent-reading texts and some regularly used
resource materials in the curriculum subject areas) |
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Reading
Unfamiliar Words: 3.2 predict the meaning of and rapidly solve unfamiliar
words using different types of cues, including: •
semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases,
sentences, and visuals that activate existing knowledge of oral and written
language); •
syntactic (language structure) cues (e.g., word order; language patterns such
as those for regular and irregular plurals, possessives, and contractions;
punctuation); •
graphophonic (phonological and graphic) cues (e.g., familiar words within
larger words: highlight, enlighten; recognizable sequences of letters within
long words: spacious, conscious, delicious) |
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Reading
Fluently: 3.3 read appropriate texts at a sufficient rate and with sufficient
expression to convey the sense of the text readily to the reader and an
audience (e.g., read orally in role as part of a readers' theatre, using
appropriate phrasing and expression) |
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4.
Reflecting on Reading Skills and Strategies |
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Metacognition:
4.1 identify, in conversations with the teacher and peers or in a reader's
notebook, what strategies they found most helpful before, during, and after
reading and how they can use these and other strategies to improve as
readers. Teacher prompts: "How do you check to be sure that you are
understanding while you read?" "What helps you identify the
important ideas while you are reading?" "What helps you 'read
between the lines'?" "How do you know if you are not
understanding?" "What 'fix-up' strategies work effectively for
you?" |
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Interconnected
Skills: 4.2 explain, in conversations with the teacher and peers or in a
reader's notebook, how their skills in listening, speaking, writing, viewing,
and representing help them make sense of what they read (e.g., orally
summarizing what has been read helps a reader to check on understanding;
engaging in dialogue about a text helps the reader understand other
perspectives and interpretations of a text). Teacher prompt: "How does
conferencing with a peer or the teacher about a text help you understand the
text better?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.