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Criteria
Score
Meets Standard 1
3.00
3.00
Student Name
EDCI 302
Instructor Name
February 7th, 2012
Scope and Sequence: 4th Grade Language Arts: 1st semester
This semester students are going to understand the English language better through
reading stories, vocabulary, grammar, sentence skill making, and paper writing through learning
about the topics of family, animals, space, environment, and cultures. The importance of
students learning the content I am planning is for them to learn important parts of language in a
fun way because the topics are things that students can easily relate too.
Review of:
MacMillan/Mc Graw- Hill Language Arts Grade 4.Textbook
Strengths: Each unit has a grammar, writing, and review section to them. In each unit
there are practice pages and places where they can see the common errors. The book makes it
interesting and fun to read with lots of color on the pages, time for kids articles, and pictures.
The literature models for the writing sections of each unit give many different suggestions for
each step of writing: pre write, draft, revise, proofread, and publish. At the end of each section
there is also extra practice.
Weaknesses: Too many colors on some pages.
Student Name - 2
I would use this in my classroom because I could pull exercises and examples out of it to
teach common root words, prefixes, and suffixes. Also, to teach syllable types and syllable
patterns. This book also talks about writing a lot, so we could use some of the writing
organization skills out of it.
Harcoart School Publishers. Story town. Grade 4. Textbook
Strengths: This book does not have as many distracting pictures, it has actual stories with
vocabulary and critical thinking stories in each unit, has many cultures displayed, as well as
writing units with steps to write great papers.
Weaknesses: This book doesn’t give much information on grammar, phonics, and writing
proper sentences.
I would not choose this book for my class because it has a lot of stories that can be found
in other places, doesn’t give enough emphasis on grammar and I think it wouldn’t be worth the
money.
Houghton Mifflin Leveled Readers. Grade 4
Strengths: Has leveled books and activity cards. This resource allows students to
progress in reading once you know where they start. Students read the little book, then do the
vocabulary activities and other writing activities geared toward the organizing stones and writing
their own stories. Many cultures are displayed in the books stories and it is easy to adapt to many
different reading levels.
Weaknesses: This is not a textbook and is something that would need to be used as
needed in a classroom. There is not a little book for every student. This would be an
individualized reading program, unless the teacher makes copies for each student, or buy’s a
class pack.
Student Name - 3
I would totally want to use this in my classroom because it would be a great addition to
my classroom teaching material for it flows easily and the assignments are very well planned out.
Topics:
1. Family (4 weeks)

Standards:
i. 4.LA.1.4.1 Identify common root words, prefixes and suffixes,
including Greek and Latin derivatives to decode unknown words.
Content Limit: Item will address word structure using words
containing a base word, root word, prefix, or suffix, including Greek
and Latin derivatives, to assist in decoding.
ii. 4.LA.1.4.2 Read abbreviations appropriate to grade level.
iii. 4.LA.1.2.1 Apply knowledge of text types and formats of various
kinds of text.
iv. 4.LA.2.2.4 Follow multi-step written directions.
v. 4.LA.2.1.3 Draw conclusions based on information gathered from text.

Curricular Goal: I intend to teach family relationships and bonds, the purpose
of family, and while doing this teach these grammar topics listed in the
standards.

Sample Activities:
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i. Students will write down words from the dictionary that they don’t
understand and identify the common root words, prefixes and suffixes
for them.
ii. Students will be given a list of abbreviations. As a group we will go
over them and give examples of how they are used.
2. Animals (4 weeks)

Standards:
i. 4.La.1.5.1 Use knowledge of syllable types and syllable patterns to
decode multisyllabic words.
ii. 4.LA.1.8.1 Identify common root words, prefixes and suffixes, derived
from Greek and Latin to determine the meaning of unknown words.
iii. 4.LA.2.1.2 Identify cause and effect relationships in text by
responding to “why”, “how”, and “what if” questions. Content limit:
Item requires a conclusion based on determining the cause and effect.
iv. 4.La.2.2.3 Identify main ideas and signal words to summarize
information from expository text.

Curricular Goal: To learn about animals and how they are great companions,
while learning literature and literacy skills such as syllables and discussing
relationships in texts.

Sample Activities:
i. I will teach the students how to find how many syllables in a word and
then give them a list of words to work on. Then next I would explain
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to them the patterns and give them another worksheet on decoding
words.
ii. As a class we will read a news article on Animals and they will answer
the questions on paper to what the “why”, “how”, and “what if” would
be from the article.
3. Space (3weeks)

Standards
i. 4.LA.1.2.3 Identify and use graphic features that support text meaning
(e.g., diagrams, maps, charts, illustrations). CL: C Content limit: Item
will address graphic features in a text passage (e.g., diagrams, maps,
charts, illustrations). Only one concept may be assessed in an item.
ii. 4.LA.2.3.4 Explain the main problem, conflict, and resolution of a
story plot. Content Limit: Item may require the identification of the
main problem, key details, conflict, or resolution. Item does not
require the definition of the specific literary terms.
iii. 4.LA.1.8.3 Use words and concepts necessary for comprehending
math, science, social studies, literature and other Grade 4 content area
text.
iv. 4.LA.2.3.3 Describe the setting and tell how it supports the story.

Curricular Goal: To read factual stories on space adventure and then use
visual graphics to help the students see the real time illustrations and maps of
space, as well as maps of earth. While reading these stories the students need
Student Name - 6
to learn how to find specific problems and conflicts in the book and see how
the characters resolve them.

Sample Activities:
i. Read a book that uses a lot of landmarks on earth, and make sure when
we start reading the students have sheets of paper that they can write
those landmarks on in order of occurrence. This will be useful for
when we are done reading because they will be able to use that to
make a map of their own of where the character(s) traveled.
ii. Compare maps of earth and of, for example mars and the moon, to
those that they made. See how real physical geographers map things.
iii. Read a book on space that has some sort of conflict, or conflicts, so
that students can see that even things unexpected happen in space.
4. Environment (3 weeks)

Standards:
i. 4.LA.1.6.1 Use context clues to aid in decoding of new words.
ii. 4.LA.2.2.1 Distinguish between facts and opinions in expository text
to support comprehension. Content Limit: Item will have text that
clearly distinguishes between fact and opinion.
iii. 4.LA.2.1.1 State authors main purpose for writing various texts.
iv. 4.LA.1.8.4 Use a grade-level appropriate dictionary and glossary to
define and confirm meaning of unknown words.

Curricular Goal: Students will understand more about their environment by
reading stories about effects on environments and while doing this will
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participate in activities to use context clues to aid in decoding of new words,
and learn how to distinguish between facts and opinions.

Sample Activities:
i. As a class we would popcorn read a news article on an environmental
issue, such as the BP oil spill. After this is read I will hand out a
vocabulary sheet of harder and new words that were in the news
article. As a class we will go through and find the definition and
practice saying each word out loud.
ii. Have the class read small short articles in pairs. Then have the students
figure out if the support the author has for their articles are factual or
opinionated.
5. Cultures (4 weeks)

Standards
i. 4.LA.1.2.2 Use text features (eg heading captions) to comprehend
various print formats (e.g., news papers, reference text).
ii. 4.LA.1.7.1 Read aloud grade-level-appropriate test with fluency and
accuracy from at least 140 correct words per minute.
iii. 4.LA.2.3.6 Identify the moral of literary selection (e.g., fables,
folktales, legends). Content Limit: Items that require a response to
support reactions are restricted to ideas and details obtained solely
from the text given. Items requiring literary connections are limited to
passages provided. Passages should be at a fourth grade readability
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based on 2 readability formulas. Item may require identification of the
lesson or theme of a selection. Passages may include realistic fiction.

Curricular Goal: Cultures are a very important subject for students to learn
about. I think in this section I would want to sum up the semester with
understanding text features; use fables, folktales and legends to help students
identify the moral of them; and then make sure students can read out load
these fun stories.

Sample Activities:
i. Many cultures have folktales, fables, and legends. Have students read
particular folktales, fables, and legends and as a class discuss the
morals.
ii. As a end of the year assessment of your own as a teacher, have
students read out loud one at a time a particular section out of a
cultural story from their English book so that you can record how
many words per minute they are reading at.
Rationale
The topics I chose for this scope and sequence were family, animals, space, environment,
and cultures, in that order.
The reason I chose family first is because family is a key feature to everyone’s lives.
Family can be parents, guardians, or very close friends. I gave this topic four weeks because I
feel like there are a lot of interesting things we can do with English and family, such as family
trees and family stories.
Student Name - 9
I chose animals next because sometimes family members can’t be there for you and
animals are great companions that I believe every child should have an opportunity to have. They
usually always know when you need them. I gave this topic four weeks because there are many,
many books on animal and human relationships we can read and use to complete the standards.
From my experience working at summer camps, space is very interesting to children and
something they can get their hopes up to learn more about, this is why I put it in the middle of
the year. I gave space three weeks to complete because space is something that doesn’t have a lot
of factual text written on it for children to read, compared to the other topics.
Environmental issues are important for students to learn about and there are a lot of
articles and books written about many environmental problems going on these days. It’s
important for children to read newspapers and for them to know what is going on in the world
they live in. I gave this topic three weeks because environmental issue might be a hard topic to
find a lot of material to correlate to activities with if it is any longer.
I feel like with this sequence it builds up to the last topic being cultures. Cultures have
different family lives, animals, beliefs about space, and participate in different environmental
impacts. I personally think it is important to tie the semester together at the end with this topic at
the end. I gave this topic four weeks because cultures are very important. There is going to be a
variety of cultures in my classroom, and I think as a child I really enjoyed learning about where
my parents and grandparents came from and what their cultures were like before I came into the
world. I also think that towards the end of the semester I should give more time for things to
happen, such as I get off schedule or have a sub, so I gave time here to catch up, if I need too.