Elementary Physical Education Grade 4
The Elementary English Language Arts courses provide students with a rigorous and comprehensive look at the ELA standards, focusing on reading foundational skills, reading comprehension strategies through informative and literature texts, writing, grammar, and speaking and listening skills. Students will be exposed to the five essential components of reading (phonemic awareness, phonics, comprehension, vocabulary and fluency) through engaging text and interactive learning. Fourth and fifth-grade students will focus on reading to learn with the incorporation of more complex text and extensive exploration and use of vocabulary in reading and writing. Students will be taught grammar skills which will be implemented into the rigorous writing lessons and compliment various topics. Students will participate in informative, narrative, and opinion writing compositions throughout the course. Throughout the English Language Arts courses, students will explore a myriad of topics through integration across content areas. Each grade level of the ELA suite will surround student learning with an adventure filled theme, showing students that learning really is the great adventure.
Please view the Elementary Parents Guide for Grades 3-5 with guidance on helping your student transition to online learning and thrive at VLACS.
I can describe the setting of a story using details from the text. I can describe the plot structure of a story. I can explain the main character’s changes throughout the story. I can create a plan for a personal narrative using a graphic organizer. I can write a personal narrative using descriptions and transitions. I can write with correct subject-verb agreement.
I can explain the purposes of text features in nonfiction. I can explain how relevant details contribute to the central idea of a text. I can create a plan for an expository essay using a graphic organizer. I can write an expository essay that uses elaboration and evidence from two texts.
I can differentiate between stated and implied themes. I can explain a character’s response to major events in a story. I can identify the characters, plot, and theme of a story. I can summarize a story using the most important events and the theme. I can create a plan for an argumentative essay using a graphic organizer. I can write an argumentative essay using evidence from two literary texts. I can identify coordinating conjunctions.
I can identify problem and solution structure in a text. I can explain the reasons and evidence an author uses to support a claim. I can write a claim that can be supported with reasons, evidence, and elaboration. I can write an argumentative essay that uses support from multiple informational texts. I can explain the use of modal verbs to indicate the mood of a verb.
I can explain the contribution of figurative language to the meaning of a text. I can explain the meaning created through rhyme and structure in a poem. I can write using complex sentences. I can write a fictional narrative that uses a logical sequence of events, descriptions, and transitions. I can explain the use of appositives to describe a noun.
I can summarize an informational text including the main idea and relevant details. I can differentiate between primary and secondary sources. I can compare details in two sources about the same event. I can explain an author’s perspective in an informational text. I can write a multi-paragraph expository essay using multiple sources. I can revise inappropriate shifts in verb tense.
I can explain the role of setting in a story. I can explain the relationship between character development and plot. I can differentiate point of view and character perspective. I can explain the effect of point of view and character perspective on a story. I can write a narrative based on a stimulus text using a sequence of events, descriptions, and transitions. I can revise sentences to correct fragments and run-ons.
I can explain the author's claim. I can identify parts of speech in a sentence. I can explain the writing process, including pre-writing, drafting, editing, and revising. I can write a narrative that uses details from informational texts to develop events and conflict. I can identify verbals.
I can identify the theme of a poem. I can describe the development of a theme in a poem. I can write an argumentative essay that states a claim supported by reasons, evidence from multiple sources, and elaboration. I can revise for the correct use of pronouns.
I can explain strategies for decoding words using syllables, roots, and affixes. I can explain the use of details to support the central idea. I can compare details between primary and secondary sources on the same topic. I can summarize the process for conducting research. I can write an expository essay that cites evidence from multiple sources. I can create an expository essay that adds multimedia elements to create emphasis on my information.
Description: In Language Arts Grade Four, students will engage in a variety of topics as they explore the world of reading and writing. Students will put their skills to work as they learn all about word construction, cursive writing, spelling, context clues, vocabulary, reading comprehension, grammar, and the writing process. They will write narrative, expository, and argumentative essays. In this course, students will participate in engaging lessons that include interactives, informational and literature texts, graphic organizers, videos, and various practice activities. Topics vary from making healthy choices to showing compassion to solving mysteries. Students will have the opportunity to investigate animals in the jungle, explore the beauties of nature, and read classic literature as they navigate through this rainforest-themed course.
Author’s Purpose and Perspective
Author’s Claim with Reasons and Evidence
Poetry (Rhyme and Structure)
Produce Complete Sentences
Appositives, Main Clauses, Subordinate Clauses
Author’s Claim with Reasons and Evidence
Compare and Contrast Primary and Secondary Sources
Shifts in Verb Tense
To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students and families are expected to maintain regular contact with teachers because, when teachers, students, and parents work together, students are successful.
Required Materials – Please view the list of materials before registering.
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