Grade 4 Correlation of Core Knowledge® and Michigan glces



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Grade 4 Correlation of Core Knowledge® and Michigan GLCEs

Grade 4 Correlation of Core Knowledge® and Michigan GLCEs


Strand

Michigan GLCEs

Core Knowledge Sequence


The specific content outlined in the Core Knowledge Sequence constitutes a solid foundation of knowledge in each subject area. This knowledge greatly helps students with their reading, as shown by the fact that reading scores go up in Core Knowledge Schools, because wide knowledge enhances students’ ability to read diverse kinds of texts with understanding. Teachers need to remember that reading requires two abilities – the ability to turn print into language (decoding) and the ability to understand what the language says. Achieving the first ability – decoding – requires a sequential program, structured to provide guided practice in various formats and frequent review throughout the year. Decoding programs that are premised on scientifically-based research are: Open Court, Reading Mastery, and the Houghton Mifflin basal. But in addition to teaching decoding skills, a good language arts program will include coherent and interesting readings in the subject areas that enhance comprehension ability. No Language Arts program currently offers such coherent, substantive material, so, in addition to teaching the Language Arts topics in the Core Knowledge Sequence, Core Knowledge teachers are encouraged to substitute solid, interesting non-fiction readings in history and science for many of the short, fragmented stories in the basals, which unfortunately do not effectively advance reading comprehension.

Language Arts

Writing Genre

W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.

W.GN.04.02 write poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.04.03 write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features.

W.GN.04.04 use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw conclusions.
Writing Process

W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).

W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.

.

Personal Style



W.PS.04.01 exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).
Writing Attitude

W.AT.04.01 be enthusiastic about writing and learning to write.

I. Writing, Grammar, and Usage

A. Writing and Research

• Produce a variety of types of writing—including stories, reports, summaries, descriptions, poems, letters—with a coherent structure or story line.

• Know how to gather information from different sources (such as an encyclopedia, magazines, interviews, observations, atlas, on-line), and write short reports presenting the information in his or her own words, with attention to the following:

understanding the purpose and audience of the writing

defining a main idea and sticking to it

providing an introduction and conclusion

organizing material in coherent paragraphs

documenting sources in a rudimentary bibliography

• Organize material in paragraphs and understand

how to use a topic sentence

how to develop a paragraph with examples and details

that each new paragraph is indented






Writing Process

W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.
Grammar and Usage

W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.
Spelling

W.SP.04.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
Handwriting

W.HW.04.01 write neat and legible compositions.
Conventions

S.CN.04.01 use common grammatical structures correctly when speaking including appositives, participial phrases, adjectives, adverbs, and prepositional phrases to express ideas in more complex sentences.

S.CN.04.02 adjust their use of language to communicate effectively with a variety of audiences and for different purposes including community-building, appreciation, invitations, and cross-curricular discussions.

S.CN.04.03 speak effectively using facial expressions, hand gestures, and body language in narrative and informational presentations.

S.CN.04.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

S.CN.04.05 understand, providing examples of how language differs from region to region of the United States as a function of linguistic and cultural group membership

B. Grammar and Usage

• Understand what a complete sentence is, and

identify subject and predicate in single-clause sentences

distinguish complete sentences from fragments

identify and correct run-on sentences

• Identify subject and verb in a sentence and understand that they must agree.

• Identify and use different sentence types: declarative, interrogative, imperative, exclamatory.

• Know the following parts of speech and how they are used: nouns, pronouns, verbs (action verbs and auxiliary verbs), adjectives (including articles), adverbs, conjunctions (and, but, or), interjections.

• Know how to use the following punctuation:

end punctuation: period, question mark, or exclamation point

comma: between day and year when writing a date, between city and state in an address, in a series, after yes and no, before conjunctions that combine sentences, inside quotation marks in dialogue

apostrophe: in contractions, in singular and plural possessive nouns

quotation marks: in dialogue, for titles of poems, songs, short stories, magazine articles

• Understand what synonyms and antonyms are, and provide synonyms or antonyms for given words.

• Use underlining or italics for titles of books.

• Know how the following prefixes and suffixes affect word meaning:

Prefixes:

im, in (as in impossible, incorrect)

non (as in nonfiction, nonviolent)

mis (as in misbehave, misspell)

en (as in enable, endanger)

pre (as in prehistoric, pregame)

Suffixes:



ily, y (as in easily, speedily, tricky)

ful (as in thoughtful, wonderful)

able, ible (as in washable, flexible)

ment (as in agreement, amazement)

• Review correct usage of problematic homophones:

their, there, they’re

your, you’re

its, it’s

here, hear



to, too, two




Fluency

R.WS.04.06 fluently read beginning grade-level text and increasingly demanding text as the year proceeds.
Vocabulary

R.WS.04.07 in context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context clues, semantic feature analysis, and a thesaurus.
Narrative Text

R.NT.04.01 describe the shared human experience depicted in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.04.02 identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure.

R.NT.04.03 analyze characters’ thoughts and motivation through dialogue, various character roles, and functions including hero, anti-hero, or narrator; know first person point of view and identify conflict and resolution.

R.NT.04.04 explain how authors use literary devices including flash-forward and flashback to depict time, setting, conflicts, and resolutions to enhance the plot and create suspense.
Comprehension

R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.04.02 retell through concise summarization grade-level narrative and informational text.

R.CM.04.03 explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

R.CM.04.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
Metacognition

R.MT.04.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.
R.MT.04.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unknown words) and use graphic organizers to deepen their understanding of compare/contrast, and sequential organizational patterns.
Critical Standards

R.CS.04.01 develop, discuss, and apply individual and shared standards using student/ class created rubrics and begin to assess the quality, accuracy, and relevance of their own writing and the writing of others.
Reading Attitude

R.AT.04.01 be enthusiastic about reading and do substantial reading and writing on their own.
Discourse

S.DS.04.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.

S.DS.04.02 discuss narratives (e.g., fantasy, myths, legends, adventures, poetry), conveying the story grammar (e.g., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.

S.DS.04.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing deep understanding.

II. Poetry

A. Poems

Afternoon on a Hill (Edna St. Vincent Millay)

Clarence (Shel Silverstein)

Clouds (Christina Rossetti)

Concord Hymn (Ralph Waldo Emerson)

Dreams (Langston Hughes)

the drum (Nikki Giovanni)

The Fog (Carl Sandburg)

George Washington (Rosemary and Stephen Vincent Benet)

Humanity (Elma Stuckey)

Life Doesn’t Frighten Me (Maya Angelou)

Monday’s Child Is Fair of Face (traditional)

Paul Revere’s Ride (Henry Wadsworth Longfellow)

The Pobble Who Has No Toes (Edward Lear)

The Rhinoceros (Ogden Nash)

Things (Eloise Greenfield)

A Tragic Story (William Makepeace Thackeray)

B. Terms

stanza and line


III. Fiction

A. Stories

The Fire on the Mountain (an Ethiopian folktale)

from Gulliver’s Travels: Gulliver in Lilliput and Brobdingnag (Jonathan Swift)

The Legend of Sleepy Hollow and Rip Van Winkle (Washington Irving)

The Magic Brocade (a Chinese folktale)



Pollyanna (Eleanor Porter)

Robinson Crusoe (Daniel Defoe)

Robin Hood

St. George and the Dragon

Treasure Island (Robert Louis Stevenson)

B. Myths and Mythical Characters

Legends of King Arthur and the Knights of the Round Table

How Arthur Became King

The Sword in the Stone

The Sword Excalibur

Guinevere

Merlin and the Lady of the Lake

Sir Lancelot



C. Literary Terms

novel


plot

setting





Informational Text

R.IT.04.01 identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/biography, personal essay, almanac, and newspaper.

R.IT.04.02 identify and describe informational text patterns including compare/contrast, cause/effect, and problem/solution.

R.IT.04.03 explain how authors use text features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas.
Response

L.RP.04.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.

L.RP.04.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.04.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to clarify meaning, make connections, take a position, and/or show deep understanding.

L.RP.04.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).

IV. Speeches

Patrick Henry: “Give me liberty or give me death”

Sojourner Truth: “Ain’t I a Woman”








V. Sayings and Phrases

As the crow flies

Beauty is only skin deep.

The bigger they are, the harder they fall.

Birds of a feather flock together.

Blow hot and cold

Break the ice

Bull in a china shop

Bury the hatchet

Can’t hold a candle to

Don’t count your chickens before they hatch.

Don’t put all your eggs in one basket.

Etc.

Go to pot



Half a loaf is better than none.

Haste makes waste.

Laugh and the world laughs with you.

Lightning never strikes twice in the same place.

Live and let live.

Make ends meet.

Make hay while the sun shines.

Money burning a hole in your pocket

An ounce of prevention is worth a pound of cure.

Once in a blue moon

One picture is worth a thousand words.

On the warpath

RSVP

Run-of-the-mill



Seeing is believing.

Shipshape

Through thick and thin

Timbuktu


Two wrongs don’t make a right.

When it rains, it pours.

You can lead a horse to water, but you can’t make it drink.





Word Recognition

R.WS.04.01 explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in context.

R.WS.04.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, affixes, and syllabication to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words.

R.WS.04.03 automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year.

R.WS.04.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.04.05 acquire and apply strategies to identify unknown words or word parts; self-monitor, and construct meaning by engaging actively in reading a variety of genre, self-correcting, and using a thesaurus.

Discourse

S.DS.04.04 plan and deliver presentations focusing on a key question using an informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting and emphasizing facial expressions, hand gestures, and body language.

Conventions

L.CN.04.01 ask substantive questions of the speaker that will provide additional elaboration and details.

L.CN.04.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.

L.CN.04.03 distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors.

L.CN.04.04 recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing attention on events and in shaping opinions.
Response

L.RP.04.05 respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.

These are language arts skills that can be used with any of the above content.


World History and Geography

G1 The World in Spatial Terms

Use geographic representations to acquire, process, and report information from a spatial perspective.

4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).

4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States.

4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.

G2 Places and Regions

Understand how regions are created from common physical and human characteristics.

4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).

4 – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.



I. World Geography

A. Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)

• Measure distances using map scales.

• Read maps and globes using longitude and latitude, coordinates, degrees.

• Prime Meridian (0 degrees); Greenwich, England; 180° Line (International Date Line)

• Relief maps: elevations and depressions

B. Mountains and Mountain Ranges

Major mountain ranges

South America: Andes

North America: Rockies and Appalachians

Asia: Himalayas and Urals

Africa: Atlas Mountains

Europe: Alps

• High mountains of the world

Asia: Everest

North America: McKinley

South America: Aconcagua

Europe: Mont Blanc

Africa: Kilimanjaro





THIS IS PLACED HERE AS A PARALLEL TEACHING POSSIBILITY OF LOOKING AT THESE IDEAS IN ASSOCIATION WITH MIDDLE AGES THEN RELATE THESE TO THE U.S.

G4 Human Systems

Understand how human activities help shape the Earth’s surface.

4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)

4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)


G5 Environment and Society

Understand the effects of human-environment interactions.

4 – G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the United States.


II. Europe in the Middle Ages

A. Background

Beginning about a.d. 200, nomadic, warlike tribes began moving into western Europe, attacking the western Roman Empire; city of Rome sacked by Visigoths in a.d. 410

The Huns: Attila the Hun

• Peoples settling in old Roman Empire included Vandals (cf. English word “vandalism”), Franks in Gaul (now France), Angles (in England: cf. “Angle-land”) and Saxons.

• The “Middle Ages” are generally dated from about a.d. 450 to 1400. Approximately the first three centuries after the fall of Rome (a.d. 476) are sometimes called the “Dark Ages.”

B. Geography Related to the Development of Western Europe

Rivers: Danube, Rhine, Rhone, and Oder

• Mountains: Alps, Pyrenees

• Iberian Peninsula: Spain and Portugal, proximity to North Africa

• France: the region known as Normandy

• Mediterranean Sea, North Sea, Baltic Sea

• British Isles: England, Ireland, Scotland, Wales; the English Channel



C. Developments in History of the Christian Church

• Growing power of the pope (Bishop of Rome)

• Arguments among Christians: split into Roman Catholic Church and Eastern Orthodox Church

• Conversion of many Germanic peoples to Christianity

• Rise of monasteries, preservation of classical learning

• Charlemagne

Temporarily unites the western Roman Empire

Crowned Emperor by the pope in a.d. 800, the idea of a united “Holy Roman Empire”

Charlemagne’s love and encouragement of learning

D. Feudalism

• Life on a manor, castles

• Lords, vassals, knights, freedmen, serfs

• Code of chivalry

• Knight, squire, page

E. The Norman Conquest

• Locate the region called Normandy.

• William the Conqueror: Battle of Hastings, 1066

F. Growth of Towns

• Towns as centers of commerce, guilds and apprentices

• Weakening of feudal ties

G. England in the Middle Ages

• Henry II

Beginnings of trial by jury

Murder of Thomas Becket in Canterbury Cathedral

Eleanor of Aquitaine

• Significance of the Magna Carta, King John, 1215

• Parliament: beginnings of representative government

• The Hundred Years’ War

Joan of Arc

• The Black Death sweeps across Europe




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