- Activity: Moby Max (login is same as sumdog)
- Activity: Tumblebooks (login given at school)
- Activity: MackinVIA (login given at school)
- Activity: Starwalk kids (login given at school)
- Activity: Read the St. Paul Pioneer Press (login given at school)
- Activity: Non-fiction reading articles where you can adjust the reading level (www.Newsela.com)
What students will learn this year with activities and resources for each item
This year we will learn four main areas of English Language Arts: Reading, Writing, Language, and Speaking, Viewing, Listening and Media Literacy.
- 188.8.131.52 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- 184.108.40.206 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- 220.127.116.11 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).
- 18.104.22.168 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).
- 22.214.171.124 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meterand drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
- 126.96.36.199 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
- 188.8.131.52 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.
- 184.108.40.206 (Not applicable to literature)
- 220.127.116.11 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, including American Indian.
- 18.104.22.168 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
Reading: Informational texts
- 22.214.171.124 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- 126.96.36.199 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- 188.8.131.52 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.
- 184.108.40.206 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- 220.127.116.11 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.
- 18.104.22.168 Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
- 22.214.171.124 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.
- 126.96.36.199 Explain how an author uses reasons and evidence to support particular points in a text.
- 188.8.131.52 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
- 184.108.40.206 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 independently and proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
- 220.127.116.11 Write opinion pieces on topics or texts, supporting a point of view with reasonsand information.
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.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion
- 18.104.22.168 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
- 22.214.171.124 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
- 126.96.36.199 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.)
- 188.8.131.52 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
- 184.108.40.206 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.
- 220.127.116.11 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- 18.104.22.168 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.
- 22.214.171.124 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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].”). 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”).
- 126.96.36.199 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. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
Speaking, Viewing, Listening and Media Literacy
- 188.8.131.52 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.
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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
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.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
e. Cooperate and problem solve as appropriate for productive group discussion.
- 184.108.40.206 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
- 220.127.116.11 Identify the reasons and evidence a speaker provides to support particular points.
- 18.104.22.168 Report on a topic or text and avoid plagiarism by identifying sources, 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.
- 22.214.171.124 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
- 126.96.36.199 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 and 3 on page 41-42 for specific expectations.)
- 188.8.131.52 Distinguish among, understand, and use different types of print, digital, and multimodal media.
a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements,newspapers).
b. Locate and use information in print, non-print, and digital resources using a variety of strategies.
c. Check for accuracy of information between two different sources.
d. Recognize safe practices in social and personal media communications.
- 184.108.40.206 Create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)
a. Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music.
b. Publish the work and share it with an audience.
- 220.127.116.11 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
- 18.104.22.168 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
- 22.214.171.124 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
b. Choose punctuation for effect.*
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).
- 126.96.36.199 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.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
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.
- 188.8.131.52 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
- 184.108.40.206 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).
Note: For English Language Arts, Minnesota has adopted the National Common Core Standards, and it is my understanding that states can add about 15% additional standards and that Minnesota added about 10% overall in grades K-12.