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Jefferson County Schools Language Arts The Tennessee English Language Arts Curriculum Framework for Kindergarten through Grade 12 was adopted by the State Board of Education on December 5, 1996. "The framework includes the Content Strands and Learning Expectations necessary to insure K-12 Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives." Grade 4 The Terra Nova Complete Battery assesses students in fourth grade (Level 14). |
| Genres |
| The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. |
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Author Technique: Nonfiction/Analyze
The learner will be able to (ESSENTIAL) identify/analyze the author's purpose (e.g., entertain, inform, explain) and indicate the elements used to achieve that purpose.
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Author Style/Technique: Tone/Evaluate
The learner will be able to (ESSENTIAL) evaluate how an author's tone influences the text.
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Comprehend: Differences
The learner will be able to (ESSENTIAL) understand the differences of various genres.
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Point of View: Evaluate
The learner will be able to (ESSENTIAL) evaluate how author point of view influences reading materials.
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| Information Processing |
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Information:Gather/Organize/Record
The learner will be able to (IMPORTANT) retrieve, organize, and represent information (e.g. charts, maps, graphs, forms, tables, timelines), and gather and record information on a research topic using two different sources.
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Information/Study Skills: Use
The learner will be able to (IMPORTANT) use appropriate reference sources in various forms (e.g., interviews with family and community, encyclopedias, card/electronic catalogs, almanacs, magazines, newspapers, dictionaries, glossaries, and thesaurus.
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Informational Texts: Understand
The learner will be able to (IMPORTANT) understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, diaries, and internet sites).
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Materials: Skim
The learner will be able to skim materials to develop a general overview of content or to locate specific information.
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Media Effects: Identify
The learner will be able to (IMPORTANT) develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
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Media/Technology: Use
The learner will be able to (IMPORTANT) use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) and use current technology as a research and communication tool for personal interest, research, and clarification.
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| Language Expressions |
| The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. |
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Fragment/Run-Ons Identify
The learner will be able to (ESSENTIAL) identify incomplete sentences including fragments and run-ons.
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Declarative: Change to Question
The learner will be able to (ESSENTIAL) change a declarative sentence into a question.
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Incomplete Sentences: Complete
The learner will be able to (ESSENTIAL) select the best way to correct incomplete sentences within context.
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Modifier: Misplaced/Identify
The learner will be able to (ESSENTIAL) identify a misplaced modifier in a sentence.
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Nouns, Verbs, Adj: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of nouns (i.e., common and proper, plurals, possessives), verbs(i.e., agreement, tenses, correct and linking), and adjectives (i.e., comparison forms and articles) within context.
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Parallel Structure: Writing/Edit
The learner will be able to (ESSENTIAL) edit writing for appropriate parallel structure.
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Plurals/Contractions/Possessives: Choose
The learner will be able to (ESSENTIAL) choose the correct formation of plurals, contractions, and possessives within context.
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Predicate: Simple/Use
The learner will be able to (ESSENTIAL) write a sentence which contains a simple predicate.
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Pronouns/Adverbs: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of pronouns (i.e., subject, object, and agreement), and adverbs (i.e., comparison forms and negatives) within context.
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Sentence Combining
The learner will be able to (ESSENTIAL) combine multiple complete sentences into one complete sentence.
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Sentence Combining:Compound Sub/Pred
The learner will be able to (IMPORTANT) combine sentences using compound subjects and /or predicates.
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Sentence Combining: Concise/Clarity
The learner will be able to (IMPORTANT) combine two sentences concisely and with clarity of meaning.
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Sentence Structure: Grammar/Effective
The learner will be able to (IMPORTANT) write grammatically correct, effective sentences.
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Sentence Structure: Identify Complete
The learner will be able to (ESSENTIAL) identify complete sentences.
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Sentence Structure: Recognize Errors
The learner will be able to (ESSENTIAL) recognize and correct errors in sentence structure.
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Sentence Structure: Use
The learner will be able to (IMPORTANT) use correct sentence structure.
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Sentence Structure: Writing Purpose
The learner will be able to (ESSENTIAL) identify the sentence structure most appropriate for different writing purposes.
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Subject: Simple/Use
The learner will be able to (ESSENTIAL) write a sentence which contains a simple subject.
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Subject-Verb: Agreement
The learner will be able to (ESSENTIAL) use correct subject-verb agreement.
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Usage Errors: Recognize
The learner will be able to (ESSENTIAL) recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two, their, there, they're, its, it's) (Learning Accomplishment includes sit-sat, lay-lie).
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| Language Mechanics |
| The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. |
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Apostrophe: Use
The learner will be able to (ESSENTIAL) correctly use apostrophes in sentences.
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