• Information provided below comes directly from the SCASD Curriculum for Grades K-6 homepage. https://www.scasd.org/Page/27239

    Elementary Reading and Writing 

    Students will learn about the structure, expectations and purpose of reader’s and writer’s workshop as they learn about themselves and others as a community of learners and expand their identity as a reader, as well as develop the understandings, knowledge, and skills to be a proficient life-long reader and writer.  Research says, “the amount of time kids spend practicing, on-task, with eyes on print, makes the biggest difference to their success as readers, and across content areas” (Serravallo, 2015).  With this goal in mind, the purpose of teaching and learning in reader’s and writer’s workshop is to cultivate a classroom atmosphere and structure that supports independent reading and writing.  Teachers utilize our SCASD Workshop Framework to differentiate teaching and provide respectful tasks that support student learning.  

    As fourth grade students move into reading more complex literature and nonfiction texts, they will explore ideas and concepts in texts by reflecting, inquiring, collaborating, and researching about these ideas and concepts reading closely, analyzing text, and responding to text.  Unit instruction will focus on specific goals that support the Standards for Literature and Informational Texts, as well as goals to support fluency and accuracy as needed.  Students will begin to apply more critical thinking strategies to unpack and understand a variety of texts.  Learning will continue to be grounded in conversations guided by our Speaking and Listening scope and sequence as well as through responding to text orally and in writing.  

    For more information, click the link: https://www.scasd.org/Page/34696


    Fourth grade students experience increasing complexity in the following three types of writing:  narrative, informative, and opinion. Students experience the writing process of planning, drafting, revising, editing, and sharing/publishing through writer’s workshop which includes a mini-lesson, writing time (writing, conferring, peer work), and sharing.  Conversations about writing are framed by essential questions and mini-lessons support what students need to know, do, and understand as fourth grade writers.  Writing for research is embedded in each type of writing.  Students apply conventions through the editing component of writer’s workshop. Fourth grade students also use writing as a response to reading through read alouds, small group and independent reading using evidence from the text to support ideas in their writing.  Students continue to build on their ability to use evidence from the text as a part of their analysis reflected in their writing.  Mentor texts play a key role in providing models during independent writing.

    For more information, click the link: https://www.scasd.org/Page/27288




Last Modified on September 13, 2018