Best Standards-Based Technology Integration Practices

for 21st Century Classrooms in Harrison County Schools

Janet Benincosa, Harrison County Technology Integration Specialist

 

WEST MILFORD ELEMENTARY:  FOURTH GRADE READING AND ENGLISH LANGUAGE ARTS

 

Team Members:  Pat Cezniak, Jodi Lough, Kris Lucas, Stephanie Runion

 

 

21st CENTURY

FOURTH GRADE READING AND ENGLISH LANGUAGE ARTS

CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS  (2520.1)

The West Virginia Standards for 21st Century Learning include the following components:

21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. 

 

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. 

 

Fourth Grade Reading and Language Arts

 

RLA.O.4.1.01

 

 

identify and practice appropriate vocabulary:

·        multiple meaning words / synonyms / antonyms / homonyms / content area vocabulary / context clues

Students will use context clues and structural analysis to generate words and complete sentences using the words in the appropriate context using the following website:

http://www.readwritethink.org/materials/flip

 

Students will play “Homonym Concentration” and match homonym pairs at the following website:

http://www.sadlier-oxford.com/phonics/homonym/homonyms.htm

 

Students will determine if a pair of words are synonyms, antonyms, or homonyms using the following website:  http://www.sadlier-oxford.com/phonics/grade2_3/rocket_words/rocket_words.htm

 

Students use websites to research the meaning of words and build vocabulary lists.  http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=53

 

RLA.O.4.1.02

 

 

apply structural analysis including etymology and context clues to decode and encode words.

 

Students will participate in various word games to develop their understanding of word origins and vocabulary. http://www.vocabulary.com/

 

RLA.O.4.1.03

 

 

 

use pre-reading strategies to comprehend text (e.g., activating prior knowledge, predictions, questioning).

 

Students will use the following webbing tool to activate prior knowledge about a topic assigned by the teacher.

http://interactives.mped.org/view_interactive.aspx?id=127&title

 

RLA.O.4.1.04

 

 

apply and generate tiered levels of vocabulary in speaking and reading experiences.

After students have been introduced to their new vocabulary words they can use this website to create a comic strip illustrating correct word usage:

http://www.readwritethink.org/materials/comic/index.html

 

Students will capture pictures to make their own picture cards of new vocabulary words. (The school’s digital camera will be used in this activity)  These picture cards can be displayed and/or shared with other fourth grade classrooms.

 

RLA.O.4.1.05

 

 

 

 

read fluently with appropriate rate, accuracy and prosody.

Students will orally read a selected text and record their own reading on Audacity.  They will then play back their recorded voice and time their reading as well as make indications of where errors occurred.  They will be able to produce their fluency rate.  This would be used in station format.  A mini lesson on error calculations and Audacity would need to be introduced prior to this station being initialized.

http://audacity.sourceforge.net/

 

http://www.readwritethink.org/lesson_images/lesson1005/rubric.pdf   fluency rubric

 

 

 

 

RLA.O.4.1.06

 

 

 

examine meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, text structure, topic).

Students will examine components of website to plan a trip.

  • Students will visit the following website to plan a trip to a foreign country:

http://teacher.scholastic.com/activities/globaltrek/index.htm

  • From this website, students will read about the country they selected, plan their travel itinerary, and maintain a travel journal (connecting the activity to Geography and Social Studies).
  • Students will read “encyclopedia style” nonfiction entries about their chosen destination.  These nonfiction entries feature captions, titles, headings, subheadings, etc.  Students will also view their location on a map.
  • Student will create a brochure about the country visited.

http://interactives.mped.org/view_interactive.aspx?id=110&title=  (Printing Press)

RLA.O.4.1.07

 

 

 

 

 

 

read fourth grade instructional level texts and use self-correction strategies (e.g., decoding, searching for cues, rereading).

·        Students will go to the following website: http://teacher.scholastic.com/activities/swyar/index.asp and select a published book review to read independently about 4th grade level books.

·        Students will check out the book they selected (based on the book review they read) from the classroom or school library.

·        Students will independently (or in small groups if there are enough copies available of the selected book) read the book.

·        Upon completion of the book, students will be responsible for selecting significant passages, rereading aloud these passages to the class, small group, and/ or teacher (during individual reading conferences) and explaining the significance of the passage.

RLA.O.4.1.08

 

 

interpret & extend the ideas in literary & informational texts to summarize, determine story elements, skim & scan, determine cause & effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact & opinion, draw conclusions, analyze characterize & provide main idea and support details.

Students will take the essential components of the speech in order to formulate the main idea.

  • Read and discuss “I Have a Dream” by Martin Luther King, Jr.
  • Discuss the theme and “big idea(s)” of the speech.
  • Students will work in pairs and visit the following website:  http://www.readwritethink.org/materials/wordmover_mlk/word_mover.htm
  • Each pair of students will generate a list of “big idea” words (either from the speech, their own words, or combination of both).
  • Each pair of students will print out their “Word Mover” page.
  • Students will read their speech, their word list, and describe their reasoning in choosing their “big idea” words.

RLA.O.4.1.09

determine the author’s purpose in literary and informational texts and use supporting material to justify author’s intent:

·        to persuade / to entertain / to inform / to determine a specific viewpoint

Students will be able to determine author’s purpose in literary and informational texts using Literary Element Mappers or developing Character Trading Cards.

 

http://www.readwritethink.org/materials/lit-elements/index.html  Literary Element Mappers

http://www.readwritethink.org/materials/trading_cards  Trading Cards

RLA.O.4.1.10

 

compare and contrast self to text in making connections to characters or simple events in a literary work to own life and other cultures (e.g. events, characters, conflicts, themes).

Students will be able to explore comparison and contrast through power point and the use of graphic organizers.

 

  • Following a lesson on compare and contrast, these sites can be utilized for application.

 

    Students will be able to view the compare contrast model through power point.         http://www.readwritethink.org/materials/compcontrast/

 

Other Compare and Contrast information found at: (graphic organizers found here)

http://www.readwritethink.org/student_mat/student_material.asp?id=33

    

 

 

 

ADDITIONAL INFORMATION

 

  • This site offers interactive activities/graphic organizers to identify characteristrics of four types of conflict.  Students develop their own graphic organizers on-line.

 

http://www.readwritethink.org/lessons/lesson_view.asp?id=802

 

 

RLA.O.4.1.11

 

 

distinguish between the ways in which language is used in literary texts:

·        simile / metaphor / idioms / analogies / puns

Students will explore the world of idioms.

 

 

  • Students will be able to identify idioms

http://www.readwritethink.org/materials/idioms/index.html

 

Students will explore similes.

 

  • After students have been introduced to similes, the teacher/students can follow activities at this website to practice using similes to describe a characters’ thoughts and feelings.  You will need a projector to display photos to stimulate class discussionshttp://www.readwritethink.org/lessons/lesson_view.asp?id=247

 

Odyssey Lesson http://irc.harr.k12.wv.us   (Lesson 584, 330) –Similes and Metaphors

 

RLA.O.4.1.12

 

 

 

recognize and explain the defining characteristics of genre in literary and informational texts:

fairy tales / folk tales / myths / poems / fables / fantasies  / biographies / short stories  / novels / plays / legends / autobiographies / magazines / newspapers / textbooks  / essays / speeches / electronic databases / reference materials

Introduction to biographies

The student will complete a independent lesson on biography.

 

  • After an introduction to biographies, students will be able to fill in and print their own biocubes.  These cubes can then be used for an organizer for a written biography or oral presentation.

 

http://readwritethink.org/materials/bio_cube/

 

_____________________________________________________

 

 

Students will create multi-genre, multi-modal works using drawings and writings.

  • Multi-genre Mapper

http://www.readwritethink.org/materials/multigenre-mapper/

RLA.O.4.1.13

 

 

judge the reliability or logic of informational texts.

Students will explore the reliability of informational text.

 

________________________

 

  • Students will be able to judge the reliability of information by completing “Creating a Living Definition of Literacy on the Internet” activity,

http://interactives.mped.org/view_interactive.aspx?id=653&titles

 

RLA.O.4.1.14

select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).

Students will be able to use dictionaries, encyclopedias, and atlas on line.

 

http://www.worldbook.com/wb/Kids?id=main

 

 

 

 

RLA.O.4.1.15

 

use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).

Students and teachers will use Graphic Organizers in multiple ways.

Use of graphic organizers

 

RLA.O.4.1.16

use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).

Students will follow oral and written instruction to play the game.

http://www.bbc.co.uk/skillswise/words/grammar/texttypes/instructions/game.shtml

 

Students can choose a recipe for a snack, vote on line, and try to follow the directions to make the snack.

http://pbskids.org/zoom/activities/cafe

 

RLA.O.4.1.17

 

 

increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.

Students will publish book reviews.

 

·        After students read books independently, they will post book reviews on the following website:

http://teacher.scholastic.com/activities/swyar/index.asp

·        Students will develop a composition for the audience (viewers of the website) that describes the strengths and weaknesses of the book, and the student will compose a general recommendation for the book.

·        Students may also use this website to read book reviews posted by other students.

·        CSO:  RLA.0.4.2.07

RLA.O.4.2.01

 

 

demonstrate proper manuscript and cursive writing techniques:

·        legibility

·        uniformity in all written work

Use of ELMO to model appropriate writing techniques.

RLA.O.4.2.02

develop and apply the proper structure for simple and compound sentences. 

Students will learn the characteristics of simple and compound sentences and then apply new knowledge.

 

http://www.eslbee.com/sentences.htm

 

http://www.bbc.co.uk/skillswise/words/grammar/sentencebasics/whatisasentence/game.shtml

Making Sentence- Game

 

http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/game.shtml

Putting sentences together- Game

 

RLA.O.4.2.03

identify and produce a sentence with proper word choice to include:

verb tense, verb usage, subject/verb agreement, pronoun usage,adjectives and adverbs

Students will practice identifying action verbs and helping verbs using the following website:  http://www.kyrene.k12.az.us/schools/brisas/sunda/verb/enter.htm.

 

 

Student will navigate these pages and learn, practice and apply skills for grammar usage.

http://www.bbc.co.uk/skillswise/words/grammar/

 

RLA.O.4.2.04

compose a written composition from a prompt using the writing process in a timed and un-timed setting.

Students will utilize site to write to prompts in order to develop and idea into a composition.

http://www.essaypunch.com/

 

 

 

 

 

 

RLA.O.4.2.05

 

 

develop proper form in written composition:

beginning-middle-end / indentation / topic sentence / introductory and concluding paragraphs / related details / related and cohesive paragraphs / transitional and descriptive words

 

 

Students will utilize a graphic map to develop a short essay.

·        http://www.readwritethink.org/materials/essaymap/

 

 

 

 

 

 

 

RLA.O.4.2.06

 

 

 

write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.

Introduce persuasive writing and include the following power point that helps students visualize the concept.

http://www.readwritethink.org/lesson_images/lesson56/persuasive_strategies.pps#263,8,Research

 

Have students utilize this online graphic organizer to arrange their thoughts.

http://www.readwritethink.org/materials/persuasion_map/

 

Print the organizer and develop the argument in print and/or for oral debate.( See also RLA .0.4.3.3)

 

 

 

RLA.O.4.2.07

develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.

 

 

Students will work in groups to develop an information power point with awareness of intended audience.

 

·        Have students research any animal of choice (See RLA.O.4.2.12.  )

 

·        Take the information gained from research and incorporate it in the online organizer.

http://www.readwritethink.org/materials/animal-inquiry/

 

 

  • Students will then take the graphic organizer and write an informational power point informing the reader of the animal.  Separate the class into groups and assign either Kindergarten audience or Fourth Grade audience.

http://office.microsoft.com/en-us/templates/TC010183701033.aspx

 

RLA.O.4.2.08

create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals).

 

 

 

 

 

Students will create one of three poems from the following website: 

 

http://www.rif.org/readingplanet/gamestation/poetrysplatter/default.mspx

  • Students can “start over” as many times as they wish until they create a poem they wish to print.
  • Students print their poems and share them with the class.

 

Student will analyze poetry

  • Student will listen to the fluency of the poem and will analyze the poem structure.

http://www.readwritethink.org/materials/lb_explorer/index.html

 

 

Student will organize and compose an original letter.

 

 

RLA.O.4.2.09

 

 

 

 

use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and grammar.

Students can go to this website and click on the game Edit Dan’s Copy to utilize editing strategies.

http://teacher.scholastic.com/activities/adventure/grammar2.htm#

 

 

 

 

 

 

RLA.O.4.2.10

 

 

 

 

 

identify and apply conventions of spelling in written composition (e.g., spell commonly misspelled words from appropriate grade level lists, use syllable constructions to spell words, use vowel combinations for correct spelling, use affixes).

Students will utilize word scramble to practice spelling words.

 

  • Students will choose ten spelling words and “make a spelling scramble” at the following website:  http://www.scholastic.com/kids/homework/spelling.htm
  • The words the students type in will be “scrambled” and students must retype the words and spell them correctly.

 

ADDITIONAL INFORMATION

 

http://www.puzzlemaker.com  

(See pull down menu for puzzle templates)

 

RLA.O.4.2.11

use reference skills to identify words.

Students can use the online dictionary to identify unknown words, learn the part of speech and etymology of the word.

http://www.worldbook.com/wb/Kids?id=main

 

RLA.O.4.2.12

 

 

 

 

use strategies to gather and record information for research topics:

note taking / summarizing / paraphrasing / describing in narrative form / gathering information from direct quotes, maps, charts, graphs and tables

 

Students will be able to develop strategies for gathering information for research topics

Utilizing the Fact Frenzy program, http://www.readwritethink.org/materials/factfrenzy/opening.html (note taking)

 

 

 

 

 

 

RLA.O.4.2.13

select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).