Mount Carbon - 4th Grade

Literacy Expectations by the End of 4th Grade:

Use texts to better understand others’ experiences in the world and to command language in order to articulate their own perspective on the human experience.
Intentionally reflect the read-write connection and the relationship between critically consuming texts to build knowledge and producing texts to convey knowledge.
Continue to develop the foundation for disciplinary literacy. The Colorado Dept. of Education (CDE) defines disciplinary literacy as, "the intersection of content knowledge, experiences, and skills necessary to demonstrate understanding through the ability to read, write, communicate, and think critically using approaches unique to a specific discipline." What does it mean to read, write, think, and communicate like a scientist? What about as a historian, writer, musician, artist, engineer, or mathematician? We approach literacy through various lens to honor the thinking within disciplines of study and invite students to engage in the academic discipline while developing a voice as a member of that community.

Module 1: What Makes Us Who We Are?

How do your experiences help shape your identify?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about our identities. A genre focus on different kinds of stories provides students with opportunities to analyze the author's purpose, identify the point of view and recognize figurative language in order to better understand unfamiliar texts.

Module 1: Narrative - Personal Narrative

All of our experiences help us grown and learn.

Students will think about a time they learned a lesson from something that happened to them. They will use the writing process to write a personal narrative about that time using descriptive language.

Module 2: Come to Your Senses

How do people and animals use their senses to navigate the world?

In this module, will listen to, read, and view a variety of texts and media that present them with information about the five senses. A genre focus on informational text provides students with opportunities to identify central ideas, text and graphic features, and media techniques in order to better understand unfamiliar texts.

Module 2: Informational Text - Description

Amazing creatures live in this world.

Students will think about an animal that they think is amazing. They will use the writing process to write a description about that animal using facts and details to show why that animal is amazing.

Module 3: Rise to the Occasion

What does it take to meet a challenge?

In this module, students will listen to, read, and view a variety of texts that present them with examples of meeting challenges. A genre focus on historical fiction provides students with opportunities to synthesize ideas, identify plot elements, and identify themes in order to better understand unfamiliar texts.

Module 3: Argument - Opinion Essay

Friends and family can work together to overcome challenges.

Students will think about a time when they and a friend overcame a challenge together. They will use the writing process to write an opinion essay about why it's important to rely on friends when faced with a challenge.

Module 4: Heroic Feats

What makes someone a hero?

In this module, students will listen to, read, and view a variety of texts that present them with examples of what makes someone a hero. A genre focus on fairy tales and myths provides students with opportunities to identify text and graphic features, point of view, and themes in order to better understand unfamiliar texts.

Module 4: Narrative - Story

It takes courage to make a difference.

Students will think about someone they know who has made a difference. They will use the writing process to write a story about how that person made a difference.

Module 5: Art Everywhere

How far can your talents take you?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the arts. A genre focus on biography provides students with opportunities to identify ideas and support, text structure, and figurative language in order to better understand unfamiliar texts.

Module 5: Informational Text - Expository Essay

People are extraordinary.

Students will think about an artist they know about. They will use the writing process to write an expository essay about that artist using facts and details to show how that artist is talented.

Module 6: Marvels of Nature

What makes Earth’s natural wonders exciting and unique?

In this module, students will listen to, read, and view a variety of texts that present them with information about Earth’s natural wonders. A genre focus on informational text provides students with opportunities to identify text and graphic features, central ideas, and text structures in order to better understand unfamiliar texts.

Module 6: Correspondence - Letter

Earth's natural wonders can teach us a great deal.

Students will think about a natural wonder they are interested in. They will use the writing process to write a letter to an expert in that field of study asking for more information. Students will use formal language and show that they already have some knowledge on their topic.

Module 7: Tricksters and Tall Tales

What lessons can you learn from characters in traditional tales?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about traditional tales. A genre focus on traditional stories provides students with opportunities to identify central ideas, figurative language, and media techniques in order to better understand unfamiliar texts.

Module 7: Narrative - Imaginative Story

Imaginative stories can make us laugh and teach us a lesson.

Students will think about an interesting natural occurrence or animal. They will use the writing process to write an imaginative story that explains how that thing came to be. They will tell the story in order and use descriptive words or phrases in their imaginative story.

Module 8: Food for Thought

What can we do to make more healthful food choices?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about nutrition. A genre focus on informational/argumentative text provides students with opportunities to identify text and graphic features, ideas and support, and author’s purpose in order to better understand unfamiliar texts.

Module 8: Argument - Opinion Essay

We should all try something new.

Students will think about a food that people may not like. They will use the writing process to write an opinion essay about why people should try that food. Students will use persuasive language and issue a call to action.

Module 9: Global Guardians

What can people do to care for our planet?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about conservation. A genre focus on persuasive text provides students with opportunities to identify ideas and support, text and graphic features, and author’s craft in order to better understand unfamiliar texts.

Module 9: Informational Text - Research Report

Understanding our world helps us protect it.

Students will think about an endangered plant or animal. They will use the writing process to write a research report about that plant or animal. Students will conduct research, provide facts and details, and explain why the plant or animal should be protected.

Module 10: Communication Nation

What forms can communication take?

In this module, students will listen to, read, and view a variety of texts and media that provide information about communication. A genre focus on informational text provides students with opportunities to identify central ideas, text structure, and media techniques in order to better understand unfamiliar texts.

Module 10: Informational Text - Expository Essay

Discoveries, big or small, personal or from others, are exciting.

Students will think about a discovery someone has made that is featured in a museum. They will use the writing process to write about that discovery. Students will describe the discovery, explain how it was used, what it is, when it existed, what it did and why it's in a museum.

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