language arts fourth grade - okaloosa schools

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Fourth Grade

Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer


Curriculum Guide for Language Arts

REV 052012 Fourth Grade Language Arts

CONTENTS

Mission Statement..................................................................................................................................................................... 3

Suggestions for Implementing Curriculum Guides ................................................................................................................ 3

Florida Department of Education Website ............................................................................................................................. 3

OCSD Curriculum and Pacing Guide ∞ Overview ............................................................................................................ 4

Language Arts Curriculum Guide ....................................................................................................................................... 6

Quarter 1 .................................................................................................................................. 6

Quarter 2 ................................................................................................................................ 19

Quarter 3 ................................................................................................................................ 24

Quarter 4 ................................................................................................................................ 26

OCSD’s Elementary Comprehensive Literacy Model Overview ........................................................................................ 28

Language Arts K-5 Resources............................................................................................................................................... 31

Writing Pacing Guide ........................................................................................................................................................... 32

Writing Resources ................................................................................................................................................................... 37

Assessment / Curriculum / Monitoring Information from FLDOE....................................................................................... 38

Additional Literature (by writing process topic, by grade level) ....................................................................................... 39

2011 FCAT 2.0 Reading Grade 4.......................................................................................................................................... 56

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ................................................................ 57




Mission Statement Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level,

Implement the OCSD Comprehensive Balanced Literacy Model,

Enhance the curriculum by using resources and instructional technology, and

Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

Collaborate with the reading leadership team to maximize school resources and expertise,

Document questions and suggestions for improvement of the Curriculum Guide,

Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

http://www.floridastandards.org/homepage/index.aspx




OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality

instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready

access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their

guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or

school needs.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Incorporate Civics/Social Studies into Language Arts (state mandate)

Benchmark / Description Suggested Resources

SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of citizens.

Newspapers in Education

United Streaming

Brain Pop

MMH Time for Kids

MMH Leveled Readers

Florida History SS Text: How the US Government Works

Strawberry GiRL. (trade book)

SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems.

MMH Basal Text: Unit 3: Roadrunner’s Dance and My Brother Martin

MMH Time for Kids

MMH Leveled Readers

United Streaming

Brain Pop

Florida History SS Text

SS.4.C.2.3

Explain the importance of public service, voting, and volunteerism.

MMH Basal Text: Unit 3: Kid Reporter’s at Work and My Brother Martin

MMH Time for Kids

MMH Leveled Readers

United Streaming

Brain Pop

Florida History SS Text



REV 052012 Fourth Grade Language Arts – Quarter 1

Language Arts Curriculum Guide

Quarter 1

Benchmark Focus Skill Progress Monitoring and

Assessment Schedule Additional Reading and Resources

Open: Specific to teacher, grade,

subject, school

LA.4.1.4.1 Recognize Spelling patterns/ CCS.4.RFS.3 – know and apply grade-level phonics and word analysis skills in decoding words LA.4.1.4.2 Use structural analysis/ CCS.4.RFS.3 – know and apply grade-level phonics and word analysis skills in decoding words LA.4.1.5.1 Read grade level text/ CCS.4.RL.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the grades 4-5 complexity band proficiently, with scaffolding as needed at the high end of the range LA.4.1.5.2 Adjust reading rate/ CCS.4.RFS.4 – Read with sufficient accuracy and fluency to support comprehension LA.4.1.6.1 Introduce and use vocabulary/ CCS.4.RL.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters

Vocabulary:

context clues

new vocabulary

multiple meaning words

reference usage metaphors

Comprehension:

Make inferences and analyzing

Problem and solution

Main idea and detail

Summarize

Plot development

Making connections

Chronological order

Grammar:

Sentences

Subjects and Predicates

Compound Sentences

Complex Sentences

Spelling:

Words with short vowels

Long a

Long e

Long i

DEA

DRA2 Assessment

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment

Benchmark Assessment

ELL Practice and

Assessment

STAR

Accelerated Reading

Cold Reads

Triumphs

McMillan/McGraw Hill basal

selections, Unit 1 MMH reading leveled readers Harcourt science leveled

readers

MMH Time for Kids United Streaminig (DEA

videos)

BrainPop www.Brainpop.com User: Okaloosa Password: Okaloosa

Computer Literacy Lessons Station activities Accelerated Reading Teacher Selected: Read Alouds

Shared reading Poetry Reader’s Theater Paired Reading Timed Reading Student-selected texts Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)

http://www.brainpop.com/




LA.4.1.6.2 Listen to, read, and discuss challenging text/ CCS.4.SL.1 – 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 LA.4.1.6.3 Use Context clues to determine meanings of unfamiliar words/ CCS.4.L.4a – Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase LA.4.1.6.4 Categorize new vocabulary/ CCS.4.RFS.3 – Know and apply grade-level phonics and word analysis skills in decoding words LA. 4.1.6.5 Relate new vocabulary to familiar words/ CCS.4.L.4c – Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases LA.4.1.6.6 Identify shades meaning CCS.4.L.5c – Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)

Six Traits http://www.internet4classrooms.com/lang_elem_index.htm http://www.homeworkspot.com/elementary/language www.readwritethink.org http://www.kidsolr.com/language_arts/index.html www.readingrockets.org www.spellingcity.com

http://www.internet4classrooms.com/lang_elem_index.htm

http://www.internet4classrooms.com/lang_elem_index.htm

http://www.homeworkspot.com/elementary/language


http://www.readwritethink.org/

http://www.kidsolr.com/language_arts/index.html

http://www.kidsolr.com/language_arts/index.html

http://www.readingrockets.org/

http://www.spellingcity.com/




LA.4.1.6.9 Determine the correct meaning of multiple meaning words in context/ CCS.4.L.4 – 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 LA.4.1.6.10 Determine meanings of words using reference materials/ CCS.4.L – Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases LA.4.1.7.1 Identify the purpose of text features. CSS.4.RIT.7- 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. LA.4.1.7.3 Determine main idea, supporting details, implied message, inferences, chronological order of events, summarizing and paraphrasing. CSS. 4.RIT.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.




LA.4.1.7.6 Identify themes or topics in fiction and nonfiction texts CCS.4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. LA.4.1.7.8 Self-monitoring by using strategies such as rereading, questioning, and clarifying other resources CCS.4.RFS.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. LA.4.2.1.1 Read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and media; CCS.4.RL.9. Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures. LA.4.2.1.2 Identify plot structure exposition, setting, character development, problem resolution, and theme in a variety of fiction. CCS.4.RL.3. 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. LA.4.2.1.5 Making connections as we reflect on various literary selections




CCS.4.RL.7. 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. LA.4.2.1.7 Identify and explain the author’s use of descriptive language and examine how it is used to describe people, feelings, and objects CCS.4.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.4.2.1.9 Select a balance of age and ability appropriate fiction materials to read/ CCS.4.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the grades 4-5 complexity band proficiently, with scaffolding as needed at the high end of the range LA.4.2.2.1 Locate, explain, and use information from text features/ CCS.4.RIT.7- 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.




LA.4.2.2.3 Organize information, main ideas through charting, mapping, or summarizing. CSS.4.RIT.2. Determine the main idea of a text and explain how it is supported by the key details; summarize the text. LA.4.2.2.5 Select a balance of age and ability appropriate nonfiction materials to read CCS.4.RFS.4a. Read grade level text with purpose and understanding LA.4.3.1.1 Generate ideas from multiple sources. CCS.4.W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. LA.4.3.1.2 Determining purpose and intended audience of a writing piece. CCS.4.W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. LA.4.3.1.3 Organize ideas using strategies and tools to make a plan for writing that addresses main idea and logical sequence.CCS.4. W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.




LA.4.3.2.1 Use a prewriting plan to focus on main idea and supporting details that shows understanding of facts and/or opinions. CCS.4.W.6. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LA.4.3.2.2 Organize information into logical sequence and combining/deleting sentences. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA.4.3.3.1 Evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation. CCS.4.W.6. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LA.4.3.3.2 Creating clarity by deleting extraneous information and organizing and connecting related ideas. CCS.4.W.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.




LA.4.3.3.3 Creating precision and interest by expressing ideas vividly through varied language. Modify word choices using resources and reference materials. CCS.4.L.3a – Choose words and phrases to convey ideas precisely. LA.4.3.3.4 Applying appropriate tools or strategies to refine draft. CCS.4.W.6. 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 setting. LA.4.3.4.1 Use spelling rules, patterns, and generalizations and use a dictionary, thesaurus, or other resources necessary. CCS.4.L.4c – Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LA.4.3.4.2 Use capitalization when writing proper nouns CCS.4.L.2a – Use correct capitalization. LA.4.3.4.3 Use correct punctuation




including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives. CCS.4.L.2 (a-c) – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA4.3.4.4 Use present and past tense verb tense, noun/pronoun agreement CCS.4. L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.4.3.4.5 Use subject/verb and noun/pronoun agreement in simple and compound sentences. CCS.4.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.4.3.4.6 Use end punctuation correctly. CCS.4.L.3b – Choose punctuation for effect. LA.4.3.5.1 Prepare writing using technology appropriate to audience. CCS.4.W.6. 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 setting LA.4.3.5.3 Share writing with intended audience. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA 4.4.1.1 The student will write narratives based on real or imagined ideas events, or observations that include characters, setting, plot, sensory details, a logical sequence of events. CCS.4.W.3 (a-e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. LA.4.4.1.2 The student will write a variety of expressive forms that employ figurative language. CCS.4.L.5 (a-c) – Demonstrate and understanding of figurative language, word relationships, and nuances in word meanings. LA.4.4.2.1 The student will write in a variety of informational/ expository forms. CCS.4.W.2 (a-e) – Write informative/explanatory text to examine a topic and convey ideas and information clearly.




LA.4.4.2.2 The student will record information, notes, list, charts, map labels, legends, as related to a topic. CCS.4.RIT.7 – Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. LA.4.4.2.4 Students will write a variety of communications (letters, invitations, etc.) with a cleaRL.y stated purpose that include the date, proper salutation, body, closing, and signature. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA.4.5.1.1 Students will demonstrate legible cursive writing skills. LA.4.5.2.1 Listen to information presented orally and show an understanding of key points. CCS.4.SL. 2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally




LA.4.5.2.3 Listen attentively and take notes as needed. CCS.4.SL. 2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LA.4.5.2.4 Ask questions of speakers, using appropriate tone and eye contact. CCS.4.SL.1c – 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. LA.4.6.1.1 Students will read informational text features to organize information for different purposes. CCS.4.RIt.7 – Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. LA.4.6.4.1 Use appropriate technologies to enhance communication. CCS.4.W.6. 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 setting. LA.4.6.4.2 Determine and use appropriate digital tools for publishing. CCS.4.W.6. 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 setting.




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Benchmark Focus Skill Progress Monitoring and Assessment Schedule

Additional Reading and Resources Open: Specific to teacher,

grade, subject, school

LA.4.1.6.7 Use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words CCS.4. RFS.3a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.4.1.6.8 Use knowledge antonyms, synonyms, homophones and homographs, to determine meaning of words CCS.4 L.5c – Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). LA.4.1.7.2 Identify author’s purpose and how an author’s perspective influences text CCS.4.RIT.8 – Explain how an author uses reasons and evidence to support particular points in a text. LA.4.1.7.4 Identify cause and effect in a text CCS.4.RIT.5 – Describe the overall structure (e.g. chronology,

Vocabulary:

context clues

new vocabulary multiple

meaning words

idioms

reference usage

prefixes and suffixes

Comprehension:

Make Inferences and Analyze

Author’s Purpose Compare

Characters, Identify theme

Making Connections

Facts and details

Cause and effect

Compare types of text

Author’s theme

Main idea and details from

nonfiction

Grammar:

Common and proper nouns

Singular and plural nouns

Synonyms

Irregular and plural nouns

Apostrophes

Possessives

Action verbs

DEA

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


ELL Practice and Assessment

STAR

Accelerated Reading

Cold Reads



readers

MMH Time for Kids United Streaming BrainPop

www.Brainpop.com Computer Literacy Lessons Station activities Accelerated Reading

Teacher Selected: Read Alouds

Shared reading Poetry Reader’s Theater Paired Reading Timed Reading Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Words Their Way Bear Making Big Words Patricia M. Cunningham and Dorothy P. Hall Melissa Forney’s writing resources Just Write by Kathryn Robinson





comparison, cause/effect, problem/solution) of events, ideas, concepts, or informational text or part of a text. LA.4.2.1.4 Identify author’s theme and use details from the text to explain how the author developed that theme. CCS.4.RL.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text LA.4.2.2.2 Use information to support main idea and details from non-fiction . CCS.4.RIT.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text. LA.4.2.2.4 Identify and explain the function and characteristics of different types of text CCS.4. RL.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LA.4.3.2.3 Creating interesting leads through the use of quotations, questions, or descriptions CCS.4. W.2b – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Spelling:

Words with -ch and -tch

words with digraphs

complex consonant clusters

r controlled vowels silent

letters

Mad Libs (word work support) Appropriate internet sources/sites Encyclopedias Library books Beacon Lesson Plans.com




LA.4.3.5.2 Use elements of spacing and design to enhance the appearance of document and add graphics where appropriate. CCS.4. W.6. 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 setting. LA.4.4.2.3 Students will write informational/expository essays that contain introductory, body, and concluding paragraphs. CCS.4. W.2 (a-e) – Write informative/explanatory text to examine a topic and convey ideas and information clearly. LA.4.4.2.5 Write simple directions to familiar locations using cardinal directions, landmarks, and distances and create accompanying map. LA.4.5.2.2 The students will plan, organize, and give an oral presentation. Use appropriate eye, body, and voice movements for the topic audience and occasion CCS.4. SL.4 – Report on a topic or text, 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.




LA. 4.5.2.5 The student will make formal and informal oral presentations for a variety of purposes. Use appropriate eye, body, and voice movements for the topic audience and occasion. CCS.4.SL.6 – 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. LA 4.6.2.1 The student will select a topic for inquiry and refine a predetermined search plan. CCS.4.W.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic. LA.4.6.2.2 The student will apply evaluative criteria for selecting and using a variety of appropriate resources, gather and record information, noting the differences between opinions and fact. CCS.4.W.8 – 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. LA.4.6.2.3 Communicate information in a report that includes main idea relevant details with visual support. CCS.4. W.2a – Introduce a topic clearly and group related information in paragraphs and




sections; include formatting (e.g. headings), illustrations, and multi-media when useful to aiding comprehension. LA.4 6.2.4 The student will avoid plagiarism when creating reports by using basic bibliographic data and present quotes using ethical practices CCS.4.W.8 – 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. LA.4.6.3.1 The student will examine how ideas are presented in a variety of print and non-print media and recognize differences between logical reasoning and propaganda. CCS.4.SL.2 – Paraphrase portions of a text read aloud or information presented and diverse media and formats, including visually, quantitatively, and orally. LA.4.6.3.2 The student will recognize and produce media messages for a specific purpose. CCS.4.W.6. 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 setting.




Quarter 3 (Sequence allows for review and standardized testing.)

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.



Open: Specific to teacher, grade,

subject, school

LA.4.1.7.7 Compare and contrast elements in multiple texts. CCS.4.RIT.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided LA.4.2.1.3 Identify and explain how language choice helps develop mood and meaning in poetry. CCS.4.RL.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) when writing or speaking about a text. CCS.4.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.4.4.3.1 Write persuasive text that establishes controlling idea, supporting arguments with detailed evidence. CCS.4. W.1(a-d) – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Vocabulary:

context clues,

new vocabulary,

reference usage,

multiple meanings, prefixes,

word parts,

word families,

synonyms,

homographs

Comprehension:

Chronological Order

Summarizing

Author’s Theme

Connect and Compare

Main Idea and details

Figurative language

Cause and effect

Author’s purpose

Line graph

Plot development

Compare story elements

Facts and details

Poetry meter and rhyme

DEA

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


ELL Practice and

Assessment

STAR

Accelerated Reading

Cold Read



readers

MMH Time for Kids MMH Read-Aloud Anthology

with Plays

BrainPop www.Brainpop.com United Streaming Computer Literacy Lessons

Station activities Accelerated Reading

Teacher Selected: Read Alouds Shared reading Poetry

Reader’s Theater Paired Reading Timed Reading Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)





LA.4.4.3.2 Include persuasive techniques such as, word choice, repetition, and emotional appeal. CCS.4.W.1c – Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).

Grammar:

Subject/verb agreement

Linking verbs

Irregular verbs

Pronouns and antecedents

Nouns and pronoun agreement,

Subject and object pronouns

Using contractions

Possessive pronouns

Spelling:

Plural endings

Compound words

Inflected endings

Words that change y to i

Words with u

Words /oi/ and /ou/




Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.



Open: Specific to teacher,

grade, subject, school

Vocabulary:

context clue

new vocabulary

reference usage

multiple meanings

synonyms

connotations and denotation

antonyms

suffixes

latin root

inflection ending

Greek roots

Comprehension:

Compare and contrast

Chronological order

Cause and effect

Comparing characters

Essential message/theme

Main idea and details

Author’s purpose

Relevant facts and details

Grammar:

Pronouns

Homophones

Contractions

Possessives

Adjectives

Punctuation

Articles

Using a and an

DEA

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


ELL Practice and Assessment

STAR

Accelerated Reading

Cold Read

McMillan/McGraw Hill basal selections, Unit 1

MMH reading leveled readers

Harcourt science leveled readers

MMH Time for Kids MMH Read-Aloud Anthology

with Plays BrainPop www.Brainpop.com United Streaming

Computer Literacy Lessons Station activities Accelerated Reading

Teacher Selected: Read Alouds Shared reading

Poetry Reader’s Theater Paired Reading Timed Reading

Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)





Adjectives that compare

Phrases and interjections

Comparing with more and

most

Comparing with good and bad

Adverbs

Good vs. well

Comparing with adverbs

Negatives

Prepositions

Review using quotations

Capitalization

Spelling:

Patterns

Accented syllables

Homophones

Prefixes

Suffixes




OCSD’s Elementary Comprehensive Literacy Model Overview

Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula in

elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model are the

essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily basis.

REV 072011 Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension

ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring

Component Description Time

Allocation Frequency of

Use Ideas/Sources for

Implementation

Read Alouds, Interactive Read

Alouds

(PA, PH, F, V, C)

Teachers read aloud to students from a variety of genre often above the

students’ instructional reading level to allow for enhancement of listening and

speaking vocabulary. During this component teachers initially articulate

metacognitive strategies (thought processes) and elements of f luency so students can observe behaviors of an accomplished reader. Over time, students

are invited to participate in the read aloud experience by articulating their

thought processes in understanding the text, discussing text interactions,

reflecting on personal interactions w ith the text, and w riting reflections about the

text. Additionally, specif ic comprehension and vocabulary strategies are modeled by the teacher during reading of the text (i.e. cause-effect,

compare/contrast, etc). In addition to interactive read alouds, teachers should

also spend uninterrupted time reading aloud to their students to model f luent

reading.

15-20 minutes, K-2

20-30 minutes,

3-5

Daily during literacy and content area

blocks

high interest literature

aw ard w inning literature

varied genre (poetry, f iction, non-

fiction, etc.)

author studies

Shared Reading

(PA, PH, F, V, C; D, PM)

Shared Reading is an interactive reading experience that occurs w hen students

join in or share the reading of a big book or other enlarged text w hile guided and

supported by the teacher. It is through shared reading that the students can

observe an eff icient reader’s reading process and use of reading strategies. During shared reading, the teacher demonstrates f luent reading behaviors such

as prosodic elements w hile students enjoy the moderate level of scaffolding to

support their reading process. Access to the text is critical during shared

reading; therefore, all students must have a copy or should be able to view a projected copy of the text. In eaRL.y grades, books are read multiple times

allow ing students to acquire concepts of print, language patterns, and develop

phonological aw areness.

10-15 minutes Daily varied genre to include: poetry,

charts, new spaper or magazine clippings, introductions to novels,

short stories; f iction and non-

fiction selections (w hich can be

displayed by ELMO or LCD

projector)

shared reading selections from

the basal series

big books

Guided Reading

(PH, F, V, C; D, PM)

Guided reading occurs in a small group setting of four to six students w ho are

w orking w ith the teacher to process increasingly challenging texts w ith

understanding and f luency. The teacher selects and introduces instructional

level texts to readers, supports them w hile reading the text, engages the readers

in discussion, and performs a mini-lesson after the reading. During the lesson, the teacher acts as facilitator by asking students to make predictions, posing

questions and confirming comprehension strategy applications, and scaffolding

students to become problem solvers and self -reliant learners. All students read

60 minutes of literacy block

15-25 minutes per group

Daily as a component of the literacy block with

rotation among reading groups

across the week’s time.

instructional leveled reading

material

reading basal materials—leveled books, anthology selections

appropriately leveled trade

books, at teacher’s discretion

novels may be used for literature

circles




the text during guided reading at their ow n pace – round robin is NOT used as

an instructional strategy during this time. Often after reading a text, the teacher

extends the meaning of the text through w riting, text analysis, or another

learning activity. The lesson may also include w ork w ith w ords based on the specif ic needs of the small group. Teachers should monitor student progress

through anecdotal notes, running records, or f luency checks in order to assure

correct placement in and movement betw een flexible groupings. Needs-based

groups may also be called during this small group time. While students and

teacher are engaged in group w ork, the remainder of students should be engaged in meaningful literacy activities at stations or w ithin the scope of the

Daily Five. These activities should allow students to engage in practice of

recently taught literacy skills.

In upper primary and intermediate grades, teachers can use literature circles in lieu of a reading group activity. Literature circles are student-facilitated reading

clubs or meetings w here students have prepared notes prior to gathering to

discuss reactions, interesting vocabulary, and literary elements of the text.

Literature circle attendees may be assigned a role for their preparations, but the

roles should be diminished once the students are comfortable and understand how to do each. Teachers w ill confer w ith groups to assist in targeting

discussion points and w ill take anecdotal notes during this time.

Frequency of group meetings dictated by student needs

with less successful readers meeting

daily with teacher.

Familiar Reading

(PA, PH, F, V, C; PM)

During familiar, or independent, reading time, students re-read materials that have been previously read thus allow ing students to engage in f luent and

expressive reading, practice effective strategies on easy material, become more

know ledgeable about story structure and text features, expand vocabulary

know ledge, and promote independent problem-solving activities. Students should select materials for familiar reading that can be read independently (97%

or higher accuracy level).

20 minutes Daily previously read basal reading selections or leveled readers

Accelerated Reader (AR) selections

trade books

multiple genres of leveled reading selections at

independent reading level

classroom and student-generated stories, books, charts,

and poetry

materials in students’ book boxes

big books

Writing Workshop

(PH, V; D, PM)

Writing w orkshop contains several daily components to include teacher directed mini-lesson, independent w riting time for students, teacher/student conferencing,

and teacher-led small group w ork. Writing w orkshop begins w ith a brief mini-

lesson including explicit instruction for all students in a topic that w ill improve

their w riting process such as know ledge of w riting strategies, author’s craft and

skills, or fundamentals of drafting a text. After the mini-lesson, the students begin w riting independently to apply the focus of the mini-lesson, and then

continue to w ork on self -selected pieces. In order for students to spend quality

time engaged in the w riting process, all students do not need to be in the same

stage of the w riting process at the same time. During independent w riting time, the teacher circulates among students, conferences w ith children to encourage

their w riting process, and collects anecdotal notes regarding student

performance for instructional planning or future conferences. Teachers may

also use time during this w riting period to assemble small groups of students

w ith similar needs to receive explicit instruction and guided practice. Students should be encouraged to utilize the entire w riting process by publishing several

selected w orks throughout the year. At the close of the w riting w orkshop, the

20 to 60 minutes

depending on students’ age

Daily teacher/student generated lists of w riting topics

w riting journals/portfolios

math journals

conferencing—teacher and peer

author’s chair

author’s fair

publishing of w ork

w riting to prompts




teacher should reserve a few minutes to review the focus of the day’s w riting

lesson, and also to allow selected students to share their w riting progress on

current w riting samples.

Guided Writing

(PA, PH, V; D, PM)

Guided reading and guided w riting are often used in complimentary lessons w ith

younger students to draw attention to concepts of print, high frequency w ords,

and new vocabulary. Through analysis of anecdotal notes, teachers determine

w hen guided w riting activities such as shared w riting, interactive w riting, or

w riting aloud are necessary. These authentic w riting opportunities are meant to instantiate, or deeply embed, the learning that is occurring for students. By

selecting the best instructional method necessary for student scaffolding (w riting

aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully

meet the needs of her students.

15-20 minutes Frequency determined by the

teacher

student generated topics

teacher generated topics

literature logs

journals/travel logs

assisted w riting responses

reflective journals

Spelling/Word Study

(PH, V; D, PM)

Spelling or w ord study activities are an integral part of the reading and content

area curriculum providing students explicit instruction in orthographic skills such

as examining w ord parts for common vow el patterns, identifying w ord families, identifying Latin or Greek roots, and identifying base w ords in order to utilize this

information to problem-solve w ords encountered in text. Whole and small group

instruction is often encountered in daily lessons thus creating an opportunity for

new learning and guided practice.

20 minutes Daily high frequency or high interest

w ords

spelling w ords from basal series

w ord w all w ords

content area vocabulary

materials to use during lessons:

w hite boards, magnetic letters,

literacy task cards, etc.




Language Arts K-5 Resources

www.internet4classrooms.com/lang_elem.htm www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html www.homeworkspot.com/elementary/language

www.kidsolr.com/language_arts www.youth.net/cec/ceclang/ceclang-elem.html http://free.ed.gov/subjects.cfm?subject_id=78

www.cloudnet.com/~edrbsass/edeng.htm www.readwritethink.org www.middleweb.com/CurRL.angArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

www.pitt.edu/~poole/eledLAKidLit.html www.cln.org/subjects/english.html www.readingrockets.org (also ESL components)

www.forneyeducational.com

http://www.internet4classrooms.com/lang_elem.htm

http://www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html


http://www.kidsolr.com/language_arts

http://www.youth.net/cec/ceclang/ceclang-elem.html

http://free.ed.gov/subjects.cfm?subject_id=78

http://www.cloudnet.com/~edrbsass/edeng.htm

http://www.readwritethink.org/

http://www.middleweb.com/CurrLangArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://www.pitt.edu/~poole/eledLAKidLit.html

http://www.cln.org/subjects/english.html

http://www.readingrockets.org/

http://www.forneyeducational.com/



REV 052012 Fourth Grade Language Arts – Writing Pacing Guide

Writing Pacing Guide

Quarter 1

Standard Benchmark with Description

Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan.

LA.4.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer,

drawing, writers notebook, group discussion) based upon teacher-directed topics and personal interests.

LA.4.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and

the intended audience of a writing piece.

LA.4.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.

Drafting

The student will write a draft appropriate to the topic, audience, and purpose.

LA.4.3.2.1 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of

supporting details that shows an understanding of facts and/or opinions;

LA.4.3.2.2 The student will draft writing by organizing information into a logical sequence and combining or deleting sentences

to enhance clarity; and

Revising

The student will revise and refine the draft for clarity and effectiveness.

LA.4.3.3.1 The student will revise by evaluating the draft for development of ideas and content, logical organization, voice (e.g.,

formal or informal), point of view, word choice, and sentence variation.

LA.4.3.3.2

The student will revise by creating clarity by deleting extraneous or repetitious information and organizing and

connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for

emphasis).

LA.4.3.3.3

The student will revise by creating precision and interest by expressing ideas vividly through varied language

techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus).

LA.4.3.3.4 The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,

checklists, rubrics).

Quarter 1 continued next page




Quarter 1 continued

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.4.3.4.1

The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g.,

r-controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary,

thesaurus, or other resources as necessary.

LA.4.3.4.2 The student will edit for correct use of capitalization for proper nouns, including titles used with someone's name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.).

LA.4.3.4.3 The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons,

quotation marks in dialogue, and apostrophes in singular possessives.

LA.4.3.4.4 The student will edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions.

LA.4.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound

sentences.

LA.4.3.4.6 The student will edit for correct use of end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

Publishing

The student will write a final product for the intended audience.

LA.4.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript,

multimedia).

LA.4.3.5.3 The student will share the writing with the intended audience.

Creative

The student develops and demonstrates creative writing.

LA.4.4.1.1 The student will write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the

woRL.d of the event or experience.

LA.4.4.1.2

The student will write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative

language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format.

Quarter 1 continued next page




Quarter 1 continued

Informative

The student develops and demonstrates expository writing that provides information related to real -woRL.d tasks.

LA.4.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, recipes,

instructions, graphs/tables, experiments, rubrics, how-to manuals);

LA.4.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic,

including visual aids as appropriate;

LA.4.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a cleaRL.y stated purpose and that include the date, proper salutation, body, closing and

signature; and

Penmanship The student engages in the writing process and writes to communicate ideas and experiences.

LA.4.5.1.1 The student will demonstrate legible cursive writing skills.

Informational Text

The student comprehends the wide array of informational text that is part of our day to day experiences.

LA.4.6.1.1

The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to

organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task).




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Drafting The student will write a draft appropriate to the topic, audience, and purpose.

LA.4.3.2.3 The student will draft writing by creating interesting leads through the use of quotations, questions, or descriptions.

Publishing

The student will write a final product for the intended audience.

LA.4.3.5.2 The student will use elements of spacing and design to enhance the appearance of the document and add graphics

where appropriate.

Informative

The student develops and demonstrates expository writing that provides information related to real-woRL.d tasks.

LA.4.4.2.3 the student will write informational/expository essays that contain introductory, body, and concluding paragraphs.

LA.4.4.2.5 The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and

create an accompanying map.

Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.4.6.2.3 The student will communicate information in a report that includes main idea(s) and relevant details, with visual

supports.




Quarter 3

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Persuasive

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. (Address after FCAT Writing)

LA.4.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence.

LA.4.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal).

Technology

The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. (Address after FCAT Writing)

LA.4.6.4.2 The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.

Research Process


LA.4.6.2.2 The student will apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information, noting the difference between opinions and fact.

LA.4.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).

Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Listening and Speaking

The student effectively applies listening and speaking strategies.

LA.4.5.2.3 The student will listen attentively to speakers and takes notes as needed to ensure accuracy of information.

Media Literacy

The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

LA.4.6.3.2 The student will recognize and identify production elements (e.g., graphics, sound effects, music) used to create media messages and create a media message for a specific purpose.

Research Process


LA.4.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).




*Writing Resources

But How Do You Teach Writing by Barry Lane

Cracking Open the Author’s Craft by L. Laminack

A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher

A Writer Teaches Writing (revised) by D. Murray

Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel

The Art of Teaching Writing by L. Calkins

Teaching the Youngest Writers by M. Freeman

Writing Through Childhood: Rethinking Process and Product by S. Harwayne

Literacy Work Stations: Making Centers Work by D. Diller

Melissa Forney resources

Six Traits Writing resources

Four Blocks Literacy Model

Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)

Daily 6-Trait Writing by Evan Moor

Take It to Your Seat: Writing Centers by Evan Moor

Writing Makeovers, Creative Teahers press

Nothing Ever happens on 90th Street by Schotter, Scholastiv

If You Were a Writer by Nixon, Aladdin

Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house

What Do Author’s Do? By Christelow, Sandpaper

Author: A True Story by Lester, Sandpiper

Live Writing; Writers’ Notebook and others by Ralph Fletcher

*See other resources by cited authors




Assessment / Curriculum / Monitoring Information from FLDOE

Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5) Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational literacy.

Dates: AP 1: August - October AP 2: December - January AP 3: April - May

IF: DEA scale score falls within the Red range by Proficiency by Skill

IF: DEA scale sore falls within the Yellow range by Proficiency by Skill

IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill

THEN: Administer FAIR Reading Comprehension to

determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge

Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time

smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention

THEN: Administer FAIR Reading Comprehension to

determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge

Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time

smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention

THEN: Continue with enhanced instruction that follows a

developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.

Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group




Additional Literature (by writing process topic, by grade level)

(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by

the Okaloosa County School District.)

Grade 1

The Writing Process: Launching the Writing Workshop

Arthur Writes a Story Marc Brown

The Importank Book Margaret W. Brown

The Letters Are Lost Lisa C. Ernst

My Book By Me Dana M. Rau

My Five Senses Margaret Miller

Would You Rather.. John Burningham

Writing Places Pamela Chanko

A Tree Is Nice Janice May Udry

Honey, I Love Eloise Greenfield

The Writing Process: Memoir/Personal Narrative

A Chair For My Mother Vera B. Williams

Just Us Women Jeannette Caines

Little Nino's Pizzeria Karen Barbour

Night in the Country Cynthia Rylant

Night Shift Daddy Eileen Spinelli

Owl Moon Jane Yolen

Shortcut Donald Crews

When Everybody Wore a Hat William Steig

The Writing Process: Composition: Characters Who Write

Arthur's Pen Pal Lillian Hoban

Author: A True Story Helen Lester

Cherries and Cherry Pitts Vera B. Williams

Dear Juno Soyung Pak

Dear Mr. Blueberry Simon James

From Pictures To Words Janet Stevens




Harold And The Purple Crayon Crockett Johnson

Mr. Putter & Tabby Write The Book Cynthia Rylant

The Writing Process: Composition: Letter Writing/Diaries/Journals

Click, Clack, Moo: Cows That Doreen Cronin

Dear Peter Rabbit Alma F. Ada

Dear WoRL.d Takayo Nado

Diary of a Wombat Jackie French

Diary of a Worm Doreen Cronin

First Year Letters Julie Danneberg

The Gardener Sarah Stewart

A Letter To Amy Ezra J. Keats

The Writing Process: Nonfiction: Describing a Process

Bread Comes To Life George Levenson

From Flower To Honey Robin Nelson

How a Seed Grows Helene J. Jordan

How To Hide a Crocodile Ruth Heller

Liftoff! Carmen Bredeson

Ten Seeds Ruth Brown

We Need Directions! Sarah De Capua

Flash, Crash, Rumble & Roll Franklyn Branley

The Writing Process: Narrative Procedure

Apple Farmer Annie Monica Wellington

Cassie's Word Quilt Faith Ringgold

Duck in the Truck Jez Alborough

Good-night, Owl Pat Hutchins

How To Talk To Your Dog Jean Craighead George

Jump, Frog, Jump Robert Kalan

Kitten's First Full Moon Kevin Henkes

My Mother's PeaRL.s Catherine M. Fruisen

Building Comprehension Skills: Determining Importance and Summarizing Information

Arthur's Funny Money Lillian Hoban




The Big, Fat Enormous Lie Marjorie Sharmat

Bringing The Rain To Kapiti Plain Verna Aardema

I Need a Lunch Box Jeannette Caines

The Jacket I Wear In The Snow ShiRL.ey Neitzel

Rabbit and Hare Divide An Apple Harriet Ziefert

Sam and The Lucky Money Karen Chinn

Building Comprehension Skills: Questioning, Predicting, and Inferring

Are You My Mother Philip D. Eastman

Be Brown! Barbara Bottner

Sitting Down To Eat Bill HaRL.ey

Where is the Green Sheep? M. & J. Fox

Who Stole The Cookies? Judith Moffatt

Who Took The Farmer's Hat? Joan Nodset

Something Beautiful Sharon D. Wyeth

Enriching The Reader's Experience: Visualizing

At The Beach Huy Voun Lee

Calabash Cat James Rumford

Doodler Doodling Rita G. Gelman

Fishing in the Air Sharon Creech

I Had A Hippopotamus Hector V. Lee

Mouse Paint Ellen S. Walsh

Sidewalk Circus Paul Fleischman

What I See Holly Keller

Enriching The Reader's Experience: Wordplay and Language Skills

Baby Beluga Ashley Wolff

I Kissed The Baby! Mary Murphy

Pig Pigger Piggest Rick Walton

Sheep Out To Eat Nancy Shaw

So Much Trish Cooke

The Worrywarts Pamela D. Edwards

Clara Caterpillar Pamela D. Edwards




The Cake That Mack Ate Mary Ann Kovalski

Look I Can Read Susan Hood

Genre Studies: Biographies

Betsy Ross and The Silver Thimble Stephanie Greene

The Boy Who Loved To Draw Barbara Brenner

Dr. Suess Dana M. Rau

Honest Abe Edith Kunhardt

If A Bus Could Talk Faith Ringgold

Johnny Appleseed Patricia Demuth

A Weed Is A Flower Aliki

Home Run Robert BuRL.eigh

George Washington Garnet Jackson

Grade 2

The Writing Process: Launching the Writing Worksho

The Day Eddie Met The Author Louise Borden

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

I Love Saturdays Y Domingos Alma Flor Ada

Irene and the Big, Fine Nickel Irene Smalls

Nothing Ever Happens on 90th Street Roni Schotter

Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write




Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe

Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

The Huckabuck Family and How…. CaRL. Sandburg

Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst




Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fowler

The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan

Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler

The Dinosaurs of Waterhouse Hawkins Barbara KeRL.ey

The Enormous Crocodile Roald Dahl

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Flying Over Brooklyn Myron Uhlberg

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni

My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller




The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the WoRL.d Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

GiRL. Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-Goebel

Grade 3


The Day Eddie Met The Author Louise Borden

From Idea to Book Pam Marshall

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

Today Was A Terrible Day Patricia Giff

Irene and the Big, Fine Nickel Irene Smalls


Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora




Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe

Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


Saguaro Moon: A DesertJournal Kristin Pratt-Serafini

Some Good News Cynthia Rylant

The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School Mark Teague

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

Digging Up Dinosaurs Aliki

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams




How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fowler

The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan

Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler

Clever Beatrice Margaret Willey

The Dinosaurs of Waterhouse Hawkins Barbara KeRL.ey

The Enormous Crocodile Roald Dahl

The Teacher's Secret Life Stephen Krensky

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

What Will the Weather Be? Lynda DeWitt

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Dinner at Aunt Connie's House Faith Ringgold

Flying Over Brooklyn Myron Uhlberg

Gila Monsters Meet You At the Airport M. Weinman Sharmat

How I spent My Summer Vacation in the A Mark Teague




Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni

My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

The Legend of the Indian Paintbrush Tomie dePaula

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the WoRL.d Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

GiRL. Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-goebel

The Story of Ruby Bridges Robert Coles

Grade 4


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher




The Making of a Writer Joan Lowery Nixon

The School Story Andrew Clements

You Have To Write Janet S. Wong


A GiRL. From Yamhill BeveRL.y Cleary

Homesick, My Own Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy EhRL.ich


Absent Author Ron Roy

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad

Tales From The House of Bunnicula James Howe


The Color of My Words Lynn Joseph

Trial By Journal Kate Klise

The Writing Process: Composition: Letter Writing/Diaries/ Journals

Dame ShiRL.ey and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Little Wolf's Handy Book of Poems Ian Whybrow

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas




Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

The Chocolate Touch Patrick S. Catling

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey




Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

ChaRL.ie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan

Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Weslandia Paul Fleischman


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara KeRL.ey

Malcolm X Walter Dean Myers

We'll Race You, Henry Barbara Mitchell

Only Passing Through Anne Rockwell

The Tarantula In My Purse Jean Craighead George




Grade 5


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Lowery Nixon


You Have To Write Janet S. Wong


A GiRL. From Yamhill BeveRL.y Cleary

Homesick, My Own Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy EhRL.ich


It Came From Beneath The Bed James Howe

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad


The Color of My Words Lynn Joseph

The Absent Author Ron Roy

Just Justice Karen Hesse

The Writing Process: Composition: Letter Writing/Diaries/Journals

Dame ShiRL.ey and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow




Harriet The Spy Louise Fitzhugh

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Dear Napoleon Elvira Woodruff

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes




The Three Questions Jon J. Muth

When The Circus Came To Town Laurence Yep


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

ChaRL.ie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan

Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Picture of Hollis Woods Patricia Giffy


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel




Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara KeRL.ey

Malcolm X Walter Dean Myers

The Tarantula In My Purse Jean Craighead George




2011 FCAT 2.0 Reading Grade 4

NGSSS Benchmark Content Focus Number of Points Possible

Reporting Category 1. Vocabulary

LA.4.1.6.3 Context clues 3

LA.4.1.6.7 Base words 1

LA.4.1.6.8 Antonyms; Synonyms 3

Reporting Category Point Total 7

Reporting Category 2. Reading Application

LA.4.1.7.2 Author's perspective; Author's purpose 3

LA.4.1.7.3 Chronological order; Main idea; Relevant details 7

LA.4.1.7.4 Cause and effect 7

LA.4.1.7.7 Compare 2


Reporting Category 3. Literary Analysis: Fiction and Nonfiction

LA.4.2.1.2 Character point of view; Plot development; Problem/resolution 6

LA.4.2.1.7 Descriptive language; Figurative language 3

LA.4.2.2.1 Text features 2


Reporting Category 4. Informational Text/Research Process

LA.4.6.1.1 Locate, interpret, organize information 8





Excerpts from:

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY

III. Content Categories

Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assess ment, along with

the approximate percentage of raw-score points that will be derived from each content category.

Table 3: FCAT 2.0 Reading

Grade Vocabulary Reading Application Literary Analysis Fiction/Nonfiction

Informational Text/Research Process

3–5 15-25% 25-35% 25-35% 15-25%

Table 6: FCAT Writing The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which students are expected to draft a response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and conventions. The possible modes of writing used at each grade are presented in the table below.

Grade Narrative

Writing to tell a story

Expository

Writing to explain

Persuasive

Writing to convince

4 NA

IV. Reading Passages

Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT 2.0

Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural insensitivity.




Table 7: Lengths of Reading Passages

Grade

Number of Words per Passage

Range Average

3 100–700 500

4 100–900 500

5 200–1000 600

Table 8: Reading Passage Types and Percentage of Test

Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.

Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present new

ideas. The context of these passages includes everyday life outside of the classroom.

Grade Literary Text Informational Text

3 60% 40%

4 50% 50%

5 50% 50%

V. Cognitive Complexity

FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb1 on depth of knowledge and the cognitive

classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cognitive demand inherent in

the test item, not on assumptions about the student’s approach to the item.

Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or

problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9-11 present the range for the percentage of raw-score points

by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.

1

Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of

Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.




Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading

Grades Low Moderate High

3 25–35 50–70 5–15

4 20–30 50–70 10–20

5-7 15–25 50–70 15–25

VI. Test Length and Item/Prompt Types

Table 12: Duration of Test

The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and Mathematics

Retakes, which must be taken in one day, all tests are administered in two sessions.

Grade Reading Mathematics Science Writing

3 120 140 NA NA

4 120 140 NA 45

5 120 140 110 NA

6 120 140 NA NA

Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA




Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA

Table 14: Item Types and Numbers

This table gives ranges for the approximate number of items by item type.

FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education


3 50–55 MC 50–55 MC NA NA

4 50–55 MC 35–40 MC 10–15 GR

NA 1 prompt

5 50–55 MC 35–40 MC 10–15 GR

60–65 MC NA

Retake 55-60 MC 30-35 MC 20-25 GR

NA NA

Key

GR – Gridded-Response

MC – Multiple-Choice

FR – Fill-in Response

language arts fourth grade - okaloosa schools

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