Semester A: The 4th grade Language Arts curriculum integrates reading, writing, speaking, listening, and the study of vocabulary and grammar in a way that engages today's learners and supports them in building a broad and diverse set of literacy skills. Students study classic literature as well as more contemporary forms, including media and multimedia products. Writing assignments in semester A focus on narrative and persuasive modes and emphasize the use of reasoning and details to support opinions. Each writing assignment spans several lessons and guides students through a writing process that begins with prewriting and ends by emphasizing one or more aspects of conventions of standard written English. Semester B: Students also learn how to participate in collaborative discussion and peer review sessions. In each lesson, engaging and relevant models and step-by-step instruction guide students toward mastery and appreciation of 21st century communication in all its forms and functions. Semester B: Like semester A, semester B provides an integrated curriculum. Whereas the first semester focuses on skills needed to read fiction and other literary prose, semester B teaches specific skills for reading poetry, drama, informational text. In the second semester of the course, students learn how informational text differs from literary text and how different forms of information text differ from each other. Writing assignments emphasize expository writing and guide students through research projects. Near the end of the semester, students learn how to present information orally and using multimedia
Tutoring/help w/ district coach and/or other district educators, Text to speech K-12, Canvas Accessibility checker, Language tool for ELL, Accommodations and modifications to students with IEPS and 504s
Student participation in this course is documented by the following:
- Student active time in course logged by the learning management system.
- Coursework submissions recorded by the learning management system.
- Academic-based communication between the student and virtual education teacher or learning coach and virtual education teacher.
- When this course is taken by a student in a school with a district-assigned learning coach, seat time attendance may be used to document participation.
- The virtual education teacher verifies participation in the course 1-3 times a week.
- A student is expected to meet progress requirements for the course weekly (flexibility- for example: student can choose to complete weekly progress for a course earlier in the week)