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Curriculum and Assessment Guide (CAG) Elementary 2011-2012 California Treasures Fourth Grade



Grade 4 English Language Arts Macmillan/McGraw-Hill California Treasures - 2010

Anthology Practice Book

Mathematics Pearson enVision Math ­ Pupil Edition Pearson enVision Math ­ Teacher Edition Science

Scott Foresman ­ Student Edition (former Rio Linda and North Sacramento Schools) MacMillan-McGraw-Hill, 2007 Student Edition (former Del Paso Schools)

History/Social Studies

Scott Foresman/Prentice Hall ­ Our California ­ Pupil Edition (consumable)


Base Program Description: Reading/Language Arts

I. Content and Coverage: The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking. II. Materials: A. Macmillan/McGraw-Hill California Treasures was selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. CA Treasures program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking.


Content Scheduling: A. The Language Arts program in TRUSD is made up of two essential elements: The first element is Macmillan/McGraw-Hill California Treasures which is whole-class instruction using the CA Treasures grade-level materials focusing on the content standards in reading and writing. The second element is "Differentiated Instruction" small, homogenouslygrouped, using materials at the students' instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students. B. It is recommended that the Language Arts instruction be scheduled for at least two hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level.



Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid grouping within a classroom. Student groups will change throughout the year based on student assessments. The ELD portion of the day provides the opportunity to differentiate for English Learners. A minimum of 30 minutes of ELD instruction is required based on students' CELDT levels. Assigned homework will vary based on the instructional level of the students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning.




Pupil Evaluation: Assessment should be ongoing and regular. A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to target specific needs while continuing to teach the core program to all students. B. Monitoring assessments are used to: o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program. o Help the teacher emphasize areas of the core instructional program to meet the needs of students. o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students. C. Outcome/Summative assessments are used to: o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school. o Provide student learning data on the long-term outcomes of the instructional program. o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts.


Twin Rivers Unified School District Language Arts Program

Macmillan/McGraw-Hill California Treasures Grade Level Core instruction


Differentiated Instruction

Flexible grouping based on student instructional level

Program Management

Planning/Pacing/ Instructional grouping

Universal Access/ Flexible Grouping

EL, RSP, GATE, Other

Cross-Curricular Integration


for placement and to inform instruction

Standards-Based Reading Instruction Decoding/ Structural Analysis Spelling

Standards-Based Writing Instruction Listening & Speaking


Writing Strategies/ Application s

Research & Technology Grammar & EnglishLanguage


Library/Media Center Connection



Macmillan/McGraw-Hill California Treasures · Whole class · "Core grade level" material (the same for all students) · exposure to general concepts skills and concepts are standards-based · Differentiated Instruction Flexible small groups

"Differentiated instructional level" material (advanced, proficient, basic, below basic and far below basic) · "practice" with readable text skills and concepts are standards-based

Focus on language arts content standards


Focus on strengths and needs of students


California Treasures

4th Grade Pacing

Unit Unit 1 Growing Up Unit 2 Making A Difference Unit 3 The Power of Words Unit 4 Working Together Unit 5 Habitats Unit 6 Problem Solving Dates August 11- September 30 October 3 ­ November 16 November 28 ­ January 20 January 23 ­ March 9 March 12 ­ April 27 April 30 ­ May 31 Assessments Unit 1 Test Week of: September 30 Unit 2 Test Week of: November 14 Unit 3 Test Week of: January 17 Unit 4 Test Week of: March 5 Unit 5 Test Week of: April 23 Unit 6 Test Week of: May 14 Enter Into Measures October 7 December 2 January 27 March 16 May 4 May 17


California Treasures

Writing Prompts

Scope and Sequence

Theme 1 Grade 1

Personal Narrative

Grade 2

Personal Narrative

Grade 3

Personal Narrative Expository/ Description

Grade 4

Personal Narrative

Grade 5

Personal Narrative

Grade 6

Personal Narrative



Expository How-to Article

Response to Literature

Expository Research Report

Expository Composition


Personal Narrative

Persuasive Letter

Informational Letter

Persuasive Essay

Response to Literature

Persuasive Essay


Personal Narrative


Fictional Narrative


Persuasive Essay

Response to Literature


How-to Article

Realistic Fiction Compare and Contrast Article (Not required)

Personal Narrative


Expository Research Report

Expository Research Report


Report (Not required)

Persuasive Letter (Not required)

Expository (Not required)

Persuasive Letter (Not required)

Persuasive Essay (Not required)


Page left blank intentionally



Written Expression


Fails to address prompt. Narrative has missing details or elements (characterization, plot, setting). Logical order is not apparent.


Minimum development of prompt. Has a logical order of events, but inadequately develops plot, character or setting (lacks detail).


Adequate development of prompt. Has a logical order of events and clearly develops plot, character, and setting.


Thorough development of prompt. Has a logical order of events and fully develops and elaborates on plot, character, and setting.

Genre: Narrative ­ Tell a Story

Genre: Narrative ­ Response to Literature

Fails to address prompt. Demonstrates limited understanding of literary work. Story summary confusing, incomplete, irrelevant. May be word for word. Fails to provide support for judgements.

Minimum development of prompt. Demonstrates limited understanding of literary work. Provides weak support for judgements.

Adequate development of prompt. Conveys important ideas of what is read rather than retelling entire selection (in own words). Makes a judgement. Provides support for judgement through references to text and prior knowledge. Adequate development of prompt. Clearly conveys topic and information; develops reader interest; includes facts, examples or reasons.

Thorough development of prompt. Makes judgements. Provides effective support for judgements through specific references to text and prior knowledge.

Genre: Expository ­ Informational

Fails to address prompt. Topic not stated. Minimal details, facts, examples or reasons.

Minimum development of prompt. Topic and information lack clarity. Some details, facts, examples or reasons.

Thorough development of prompt. Topic clearly stated. Details, facts, examples and reasons strongly support purpose. Captivates reader.


Fails to address topic or central theme. Many digressions and/or underdeveloped thoughts.

Minimally addresses topic or central theme. Little direction. Some digressions and/or undeveloped thoughts which interfere with focus.

Adequately addresses topic or central theme. Communicates with minimal confusion for reader. Few digressions which do not interfere with focus.

Extends topic or central theme. Communicates clearly with focus. Reader can proceed fairly rapidly. No digressions.

Organization (how well a piece is organized, logically sequenced, and appropriately paragraphed)

Writing is limited and disorganized. Lacks sufficient details and/or facts

Writing reflects little evidence of organization or planning. One or two poorly developed paragraphs. Little to few details and/or facts (2 or less per paragraph).

Writing reflects some evidence of organization or plan including introduction or conclusion. Two or more adequately developed paragraphs. Adequate details/facts (3 or more per paragraph).

Writing reflects strong organization or plan. Two or more well developed paragraphs with logical transitions. Details/facts completely developed (3 or more per paragraph).

Word Choice/Vocabulary

Word choice is meager, repetitive and/or confused.

Word choice and expressions are clear but usually more general than specific. Language is ordinary (good, nice, fun) and lacks variety i.e. indicates little consideration of audience.

Word choice conveys the message. Includes several descriptive and/or interesting words i.e. indicates consideration of audience.

Word choice demonstrates frequent use of descriptive and precise language. Indicates clear consideration of audience.







Uses capitalization with proper nouns and at the beginning of sentences. Capitalizes greetings, months, days of the week, titles, and initials of people, when used.


Uses capitalization correctly for previously mentioned forms and with geographical names, holidays, historical period, and special events when used. Uses end punctuation, commas, and quotation marks, and other forms of punctuation (including dates, cities and states, titles of books) correctly. Uses correct past, present, and future verb tenses with correct subject/verb agreement. Uses standard sentence construction throughout. Sentence pattern and length are varied. Correct use of adjectives, adverbs and prepositional phrases. Writing has no run-on sentences or fragments.

Mechanics: Capitalization

Inconsistently uses capital letters at the beginning of sentences and for proper nouns.

Uses capitals at the beginning of most sentences and for most proper nouns.

Mechanics: Punctuation

Uses periods and some commas and quotation marks correctly.

Uses most end punctuation and commas, and quotation marks correctly. Inconsistently punctuates dates, cities and states, and titles of books.

Uses end punctuation, commas, and quotation marks correctly. Most other punctuation used correctly.

Grammar and Usage

Lacks correct use of tense and subject/verb agreement.

Some errors in tense and subject verb agreement.

Mostly uses correct past, present, and future verb tenses with correct subject/verb agreement.

Sentence Structure

Uses simple or repetitive sentence patterns with many run-on sentences or fragments.

Primarily uses simple or repetitive sentence patterns. Use of adjectives and adverbs may be incorrect. Writing has some run-on sentences or fragments.

Uses standard sentence construction with a variety of simple and complex sentence patterns. Correct use of adjectives and adverbs. Few fragmented or run-on sentences.






Correctly spells one and twosyllable words, that have blends, contractions, compounds and orthographic patterns. High frequency words are spelled correctly.


Many spelling errors, even common words.

Uses phonetic spelling with some spelling errors; high frequency words misspelled.

Correct spelling of root words, prefixes, word endings, suffixes and contractions. Errors are limited to more difficult words.


(Not reported on report card)


Incompletely formed letters and inappropriate spacing.

Sloppily formed letters and inappropriate spacing.

Cursive writing is legible and neat, using correct margins and spacing.


Writing Rubric Clarifyers Grade 4

· ·

Some = less than half Most = more than half

· · · ·

If student doesn't meet criteria for 1, score a 0. Unless ­ See Note. If child only writes one sentence, they can not score above 1 in any category. Run-on = sentence structure error Don't count the same error twice, i.e., "drive" for "drives" is error in noun/verb agreement not spelling too. If totally off topic = 0 Not enough to evaluate = 0 Capitalization ­ must use capitals for other than first word in a sentence and proper nouns to get 4, i.e., holidays, geographical names, etc.

· · ·

Note: Some criteria may not appear in student writing, i.e., "singular possessive pronouns" or "contractions". Students are not penalized for their absence, i.e., can receive score for other criteria in the box.


English Learner (EL) Program

The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators.

English Language Development

I. Content and Coverage: The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing. II. Materials: A. Macmillan/McGraw-Hill: California Treasures English Language Development III. Content Scheduling: As a separate curricular area, the TRUSD English Language Development program is made up of: · · · · · Instruction based on the ELD Standards ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP) Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes Academic language instruction addressed in listening, speaking, reading and writing. Various grouping formats as determined by the teacher and/or school site.



Teaching Strategies: A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students. B. The essential components of an ELD lesson are: · Address specific ELD standards · Explicitly link concepts to background experiences · Explicitly link past learning with new concepts · Emphasize key vocabulary (i.e. introduce, write, repeat or highlight) · Provide modeling, comprehensible input, guided practice, and independent practice · Pupil Evaluation C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October. D. The Language Dominance test is administered to EL students to determine proficiency in their primary language.

Alternative Bilingual Early Exit Program

An early exit (K-3) Spanish bilingual program at Aero Haven and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators. All students in grades K-3 participating in the Alternate Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum.

English Learning Students

English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency. · · · · · Beginning Early Intermediate Intermediate Early Advanced Advanced

Notification of the designated proficiency level of a student will be provided to the classroom teacher. EL/ELD is to be checked on the report card for all EL students except those redesignated (RFEP).


Levels of English Proficiency


Beginner (May or may not be in the

silent stage of language production)


Limited comprehension and demonstrates the use of a few basic words.


May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student's primary language.


Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence.

Early Intermediate

Some basic social language, demonstrates limited comprehension. Speaks using simple words.

Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning.

Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures.


Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary.

Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details.

Below Basic * Understands some comprehension questions, can grasp main idea and sequencing.

Early Advanced

Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors.

Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics.

Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations.


Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary.

Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics.

Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level.


California Treasures Language Arts Assessments

Test Tri 1 Unit 1and 2 Grade K-3 Send 8/15

Test Tri 2 Unit 3 and 4

Grade K-3

Send 11/1

Test Tri 3 Units 5 and 6

Grade K-3

Send 2/3

2011-2012 Elementary Report Card Reading/Language Arts Standards Marking

Fluency standards are expressed in words correct per minute (wcpm). Fluency standards change each trimester. See guide below for Fluency standards.



Trimester 1

Grade 1

Adv Prof B BB FBB


Grade 2 80+ 53 ­ 79 39 - 52 25 ­ 38 0 ­ 24

Grade 3 106+ 79 ­ 105 60 - 78 41 ­ 59 0 ­ 40

Grade 4 115+ 99 ­ 114 78 - 98 56 ­ 77 0 ­ 55

Grade 5 125+ 105 ­ 124 86 - 104 66 ­ 85 0 ­ 65

Grade 6 130+ 115 ­ 129 96 ­ 114 76 ­ 95 0 ­ 75

Trimester 2

Adv Prof B BB FBB


65+ 35­ 64 26 ­ 34 17 ­ 25 0 ­ 16

100+ 70 ­ 99 53 ­ 69 36 ­ 52 0 ­ 35

122+ 92 ­ 121 69 ­ 91 46 ­ 68 0 ­ 45

130+ 108 ­ 129 87 ­ 107 66 ­ 86 0 ­ 65

135+ 114 ­ 134 93 ­ 113 71 ­ 92 0 ­ 70

140+ 125 ­ 139 106 ­ 124 86 ­ 105 0 ­ 85

Trimester 3

Adv Prof B BB FBB


83+ 53 ­ 82 40 ­ 52 26 ­ 39 0 ­ 25

120+ 89 ­ 119 68 ­ 88 46 ­ 67 0 ­ 45

137+ 107 ­ 136 81 ­ 106 54 ­ 80 0 ­ 53

140+ 112­ 139 94 ­ 111 76 ­ 93 0 ­ 75

145+ 118 ­ 144 97 ­ 117 76 ­ 96 0 ­ 75

150+ 135 ­ 149 113 ­ 134 91 ­ 112 0 ­ 90


Microsoft Word - Fourth Grade CAG 11-12 CA Treasures

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