Task Analysis
Subject_____4th Grade Language Arts__________
Goal 1: The learner will apply enabling strategies and skills to read and write.
OBJECTIVE/TIME
1.01
Use word identification
strategies appropriately
and automatically when
encountering words
(graphophonic, syntactic,
semantic).
Task Analysis
The learner will use word
identification strategies:
looking up the word,
rereading, skipping the word,
looking for chunks, looking for
parts of the word you know,
substituting the word.
Strategies include:
-use reference materials
-rereading texts
-review of phonetic rules.
Vocabulary
Resources
Chunking
Decode
Syllables
Digraphs
Diphthongs
Context clues
Basal text
Trade books
Novels
Dictionary
Thesaurus
Encyclopedia
Spelling book
Writing prompts
Writing paper
Workbook
Highlighters
Internet
AR
Star
Study Island
Power Points
Journals
Notebooks/binders
(this list is inclusive for all
Assessments
objectives)
Possible Essential Questions: Explain strategies you use when encountering unknown words.
©Duplin County Schools
Grade 4 ELA TIA June 2008
1
Task Analysis
Vocabulary
Resources/Activities
Assessments
OBJECTIVE/TIME
1.02
Infer word
meanings from
taught roots,
prefixes, and
suffixes to decode
words in text to
assist
comprehension.
The learner will:
Identify and define
common prefixes and
suffixes.
Identify and define
common root words.
Use context clues to
decode words in text.
Root word
Prefix
Suffix
Predict
Context clues
The students will
“collect” related words
that have the same
root but different
prefixes and suffixes
and record words on a
class chart. Engage
students in a discussion
of what each word
means and how they
differ in meaning.
Teach the meanings of
selected prefixes and
suffixes.
Possible Essential Questions:
Use prefixes and suffixes to understand the meaning of an unknown word.
Use root words to identify the meaning of an unknown word.
©Duplin County Schools
Grade 4 ELA TIA June 2008
2
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
1.03
Identify key
words and
discover their
meanings
and
relationships
through a
variety of
strategies.
The learner will identify and define key words by looking
for:
Quotation marks
Bold face type
Context clues
Italics
Footnotes
Antonyms
Homographs
Synonyms
Context clue
Text structure
Text features
Bold
Italics
Headings
Subheadings
Captions
Character
Process
Procedure
Plot
Setting
Graphics
Graphic
organizers
Possible Essential Questions:
Identify the key words in context.
Use context clues to define unknown words.
©Duplin County Schools
Grade 4 ELA TIA June 2008
3
OBJECTIVE/TIME
Task Analysis
1.04
Increase reading and
writing vocabulary
through:
Wide reading
Word study
Knowledge of
homophones,
synonyms,
antonyms,
homonyms.
Knowledge of
multiple
meanings of
words.
Writing process
elements
Writing as a
tool for
learning
Seminars
Book clubs
Discussions
Vocabulary Materials/Resources
The learner will increase reading and writing vocabulary
through:
Reading a wide variety of text from different genres
and topics.
Use word study, including spelling rules and
patterns, to explore new words.
Demonstrate knowledge of homophones,
synonyms, antonyms, and homonyms.
Demonstrate knowledge of multiple meanings of
words.
Examining the author’s craft.
Participation in seminars, book clubs, and
discussions.
Using writing as a tool for learning.
Coherence
Fluency
Homophone
Synonym
Antonym
Topic
Genre
Syllabication
Multiple
meanings
Writing process
Author’s craft
Implementing writing process elements.
Examining the
author’s craft.
Possible Essential Questions:
Read various texts to increase vocabulary.
Use synonyms, homophones, and antonyms to increase vocabulary.
©Duplin County Schools
Grade 4 ELA TIA June 2008
4
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
1.05
Use word
reference
materials
(e.g.,
glossary,
dictionary,
thesaurus) to
identify and
comprehend
unknown
words.
The learner will:
Compare and contrast various reference
materials.
Justify when to use various reference materials.
Use text structures of various reference materials
to efficiently confirm decoding, verify spelling,
and extend meanings of words.
Use context clues to select appropriate dictionary
definitions.
Dictionary
Glossary
Thesaurus
Reference
Encyclopedia
Guide words
Syllable
Alphabetical
order
Compare
Contrast
Decoding
Context clues
Possible Essential Questions:
Explain the purpose of and how to use reference materials.
Identify the parts of reference materials (i.e.: guide words, pronunciation key, syllable breaks, parts
of speech, and word definitions).
©Duplin County Schools
Grade 4 ELA TIA June 2008
5
OBJECTIVE/TIME
1.06
Read
independently
daily from selfselected
materials
(consistent with
student’s
independent
reading level) to:
Increase
fluency
Build
Task Analysis
The learner will:
Read a variety of text on his/her
independent reading level orally
with accuracy and expression at an
appropriate rate.
Compare and contrast the
similarities and differences between
the text and other content areas
and/or text-to-self.
Vocabulary Materials/Resources
Analogy
Compare
Contrast
Similarities
background
knowledge
Expand
vocabulary
Possible Essential Questions:
Identify appropriate reading text to build reading fluency.
Use daily reading to build background knowledge.
©Duplin County Schools
Grade 4 ELA TIA June 2008
6
Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Task Analysis
Vocabulary Activity/Resources
OBJECTIVE/TIME
2.01
The learner will:
Use
metacognitive
strategies to
comprehend
text and to
clarify
meaning of
vocabulary
(e.g., reread
the text,
consult other
sources, ask
for help,
paraphrase,
question).
Use conscious awareness and control of his/her own
thinking process before, during, and after reading to:
Access prior knowledge
Identify the narrative elements
Determine the purpose for reading
Visualize the author’s message – make a movie in
his/her head depicting the author’s words. Why
did the author do what he/she did?
Clarify vocabulary:
Identify unknown words
Use context clues to construct the meaning of
unknown words
Verify meanings by checking the dictionary,
thesaurus, glossary, or other resources
Comprehend
Clarify
Context clues
Paraphrase
Text features
Plot
Setting
Characters
Inform
Entertain
Persuade
Evaluate
Instruct
Express one’s
self
Describe
Use sticky notes
to mark parts of
the text that
were confusing
or triggered
questions; mark
difficult
vocabulary.
Use reading
response
journals to
explain the
thinking used to
choose useful
monitoring
strategies (skim,
scam,
summarize,
paraphrase,)
Possible Essential Questions:
Use prior knowledge to construct background knowledge about the topic.
Determine text organization.
Establish a purpose for reading.
Determine how much of the text should be read to achieve the purpose for reading.
OBJECTIVE/TIME
Task Analysis
Vocabulary Activities/Resources
2.02
The learner will:
Interact with the text
before, during, and
after reading, listening,
Make predictions before, during, and after reading.
©Duplin County Schools
Formulate questions before, during, and after reading:
Predictions
Relevant
information
Generalize
Compare
Grade 4 ELA TIA June 2008
Make Predictions:
Before reading:
Read the title of
the selection
Ask, “What do
7
and viewing by:
Setting a
purpose using
prior
knowledge and
text
information.
Making
predictions
Formulating
questions
Locating
relevant
information
Making
connections
with previous
experiences,
information,
and ideas.
©Duplin County Schools
Locate relevant information:
Seek additional information from other
sources (interest, encyclopedia, magazines,
newspapers, etc.)
How does the information further explain
what the primary text stated?
What new facts or details are provided from
the additional sources
Contrast
Formulate
Evidence
Purpose
Make connections with previous experiences,
information, and ideas by asking:
Has anything like this happened to me?
How does this story/book remind me of other
stories/books?
Did I like this book? Why or why not?
What else did I learn about ______ as I was
reading this book?
Grade 4 ELA TIA June 2008
you think the
selection will be
about?”
Generalize what
might happen
using one’s
background
knowledge
During reading:
Select a portion of
the text to read
Choose a stopping
point
Think about the
selection up to
that point.
What do you
think will happen
next?
After reading:
Justify your
prediction with
evidence from the
story.
Compare and
contrast your
predictions to
what actually
happened.
Formulate questions:
Before reading:
Why am I reading
this?
What will I be
8
doing with this
information?
What do I think I
will learn?
What are some
interests and
questions I may
have about this
topic?
During reading:
Do I have a clear
picture in my
head?
Does my reading
make sense?
What can I do to
increase my
understanding of
the text?
Am I interested in
finding out more
about this topic?
After reading:
Have I learned
what I wanted to
learn?
Should I go back
and reread
portions of the
selection for
better
understanding?
What else do I still
need to know
©Duplin County Schools
Grade 4 ELA TIA June 2008
9
about this topic?
Possible Essential Questions
List the strategies you used to read the text.
Explain how to set a purpose for reading the text.
Demonstrate how to predict what the text will be about.
Determine if this story or text reminds me of another story, text, or experience.
Explain how the author organized the text.
List other sources I could use to find additional information.
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
10
2.03
Read a variety of texts,
including:
Fiction(legends,
novels, folklore,
science fiction)
Nonfiction
(autobiographies,
informational
books, diaries,
journals).
Poetry (concrete,
haiku).
Drama (skits,
plays).
The learner will:
Distinguish the narrative elements of
fiction and non-fiction.
Select different texts at school during
independent reading blocks of time and
during teacher-directed reading blocks.
Select different texts at home for
pleasure, selecting texts based on
personal interest and /or reading level
Explore various genres and understand
their unique attributes
Fiction
Nonfiction
Folklore
Legend
Biography
Autobiography
Concrete
Non-concrete
Genre
Novel
Poetry
Journal
Drama
Skit
Play
Haiku
Fable
Imagery
Personification
Characterization
Possible Essential Questions:
List the characteristics of various genres.
List strategies to use when reading a variety of texts that help to understand what is being read.
©Duplin County Schools
Grade 4 ELA TIA June 2008
11
OBJECTIVE/TIME
Task Analysis
2.04
Identify and
interpret elements
of fiction and
nonfiction and
support by
referencing the text
to determine the:
Plot
Theme
Main idea
and
supporting
details
Author’s
choice of
words
Mood
Author’s
use of
figurative
language.
Vocabulary Materials/Resources
Name and distinguish the elements of fiction
such as the title, setting, characters, plot
(problem/conflict), events, and solution
Recognize the theme as the main point of the
story or the most important idea the author
wants to get across
Go back through the text and specifically
identity the main idea and the details that
support it
Discover and discuss examples of figurative
language (personification, flashback,
metaphors, idioms, etc.) used by the author to
describe and convey emotions
Name and distinguish the elements of nonfiction which is intended to provide factual
information thought text and visual images and
the information is verifiable from other
sources: integrity, accuracy and authenticity,
and style and language
Identify figurative language used
Plot
Theme
Main idea
Supporting
details
Mood
Bridge map
Problem
Conflict
Solution
Personification
Flashback
Metaphors
Idioms
Similes
Integrity
Accuracy
Authenticity
Style
Author’s
purpose
Possible Essential Questions:
List the strategies used to determine the: plot, theme, main idea and supporting details, author’s choice of words, mood, and
author’s purpose
©Duplin County Schools
Grade 4 ELA TIA June 2008
12
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
2.05
Examine the author’s words and/or the
character’s thoughts
Apply prior knowledge and experiences to
generate possible outcomes based on the facts,
events, or characters’ actions found in the text
Predict a conclusion or generalization after facts
or events presented in the text
Discuss and evaluate the conclusion based on the
evidence provided in the text
Make
inferences,
draw
conclusions,
make
generalizations,
and support by
referencing the
text.
Inference
Generalization
Conclusion
Cause/effect
Outcome
Prediction
Graphic
organizer
Support
Use appropriate
graphic organizers
to make
inferences, draw
conclusions, and
make
generalizations.
Possible Essential Questions:
Identify clues in the text that help draw conclusions and make generalizations.
Determine if conclusions change as different genres are read.
Explain how to use the text to make inferences, draw conclusions, and make generalizations.
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
©Duplin County Schools
Grade 4 ELA TIA June 2008
13
2.06
Summarize
major points
from fiction
and
nonfiction
text(s) to
clarify and
retain
information
and ideas.
Outline the key details
Identify who (characters), what (actions or
events), when (time), where (place), how
(procedure or process) and why (reason) in an
appropriate text to determine key words
Examine text features (bold print, italics,
underlined words, subheadings, etc.) to identify
key words in appropriate text
Record key words and phrases
Group the key points to formulate a summary
Use appropriate graphic organizers whenever
possible
Summarize
Summary
Clarify
Procedure
Process
Bold
Italics
Underlined
Subheadings
Headings
Key words
Text structure
Possible Essential Questions:
Explain how to decide the most important ideas to include in a summary.
Explain how to summarize information in a text.
Explain how to breakdown the larger ideas in a selection.
Use graphic organizers to help summarize major points from the text.
Task Analysis
Vocabulary
Materials/Resources
OBJECTIVE/TIME
©Duplin County Schools
Grade 4 ELA TIA June 2008
14
2.07
Determine
usefulness
of
information
and ideas
consistent
with
purpose.
Evaluate the helpfulness of
the information and ideas
consistent with the author’s
purpose, personal
experiences, text types, and
pictures
Usefulness
Author’s
purpose
Text types
Possible Essential Questions:
Determine the purpose of reading a text.
Explain how to set a clear purpose for reading.
Determine the usefulness of information and if the ideas are consistent with the author’s
Purpose in the text.
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
2.08
Verify the
meaning or
accuracy of the
author’s
statements by
referencing the
text or other
resources.
Use other reliable resources to check the accuracy
of the author’s statements (encyclopedia,
newspapers, nonfiction texts, professional
journals on-line, etc.)
Resources
Accuracy
Encyclopedia
Newspapers
Nonfiction
Journal
Possible Essential Questions:
Explain how to prove that the author’s information in the text is correct.
Explain how to locate additional resources to verify information found in the text.
©Duplin County Schools
Grade 4 ELA TIA June 2008
15
Task Analysis
Vocabulary Materials/Resources
OBJECTIVE/TIME
The learner will use various listening skills:
Maintain eye contact with speaker
Make connections and respond
Pose probing and/or clarifying questions about
ideas presented
2.09
Listen actively by:
Asking questions
Paraphrasing
what was said
Interpreting
speaker’s
verbal/nonverbal
messages
Paraphrase
Interpret
Nonverbal
Clarify
Interpret and paraphrase speaker’s verbal and
nonverbal messages
Interpreting
speaker’s
purposes and/or
intent.
Possible Essential Questions:
Explain how to use questions and paraphrasing to understand what the speaker said.
List the skills I use to show that I understand the speaker’s verbal and non-verbal cues.
Goal 3: The learner will make connections with text through the use of oral language, written
language, and media and technology.
OBJECTIVE/TIME
Task Analysis
Vocabulary
Materials/Resources
©Duplin County Schools
Grade 4 ELA TIA June 2008
16
3.01
Respond to fiction,
nonfiction, poetry, and
drama using
interpretive, critical, and
evaluative processes by:
Analyzing the
impact of
author’s word
choice and
context.
Examining the
reasons for
characters’
actions.
Considering a
situation or
problem from
different
characters’
points of view.
Analyzing
differences
among genres.
Making
inferences and
drawing
conclusions
about
characters,
events, and
themes.
The learner will identify genres as different
kinds of literary texts
Fiction
Nonfiction
Poetry
Drama
make text-to-self, text-to-text, and text-toworld connections
create responses to reading using writing,
drama, art, music, or dance to respond to
reading
use appropriate graphic organizers whenever
possible
Respond to text orally and in written from
analyze/discuss the impact of the author’s
word choice and context in text
examine/discuss reasons for characters’
actions and behaviors in text
identify, examine and discuss characters’
motives in text
consider and discuss situations from different
points of view
make inferences and draw conclusions about
characters, events, and themes in text
Fiction
Folktales
Fables
Myths
Legends
Epic
Fantasy
Science fiction
Realism
Realistic fiction
Historical fiction
Nonfictions
Informational
Biography
Authentic biography
Fictionalized biography
Autobiography
Memoir
Poetry
Imagery
Emotion
Rhythm
Cadence
Rhyme
Figurative language
Sound patterns
Drama
Empathy
Analyze
Identify
Point of view
Inference
Conclusion
Theme
Motive
Possible Essential Questions:
©Duplin County Schools
Grade 4 ELA TIA June 2008
17
Explain how to respond to the text.
Determine what information can be used to examine characters’ actions.
OBJECTIVE/TIME
3.02
Analyze
characters,
events, and plots
within and
between
selections and
cite supporting
evidence.
Task Analysis
Identify characters, events, and plots
Evaluate characters’ actions and
relationships
Determine the cause and effect of
events in relationship to the
characters’ actions
Compare and contrast characters,
events, and plots within a selection
or between two or more selections
citing evidence from text
Justify analysis by referencing the
text
Vocabulary
Materials/Resources
Cause/effect
Compare
Contrast
Theme
Plot
Evidence
Recognize common themes between
two passages
Possible Essential Questions:
Explain how to find information in the text to help me understand characters and events.
Demonstrate how to recognize common themes between various literary genres.
0BJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
18
3.03
Consider the
ways language
and visuals bring
characters to
life, enhance
plot
development,
and produce a
response.
Identify unique words, sounds,
language
Analyze the way the language and/or
pictures make the characters realistic
Examine the way the language
and/or pictures develop the plot
Evaluate how the unique language
and visuals of a particular selection
generates a reaction from the reader
Plot development
Identify
Evaluate
Figurative language
Identify, examine, evaluate, and
discuss how figurative language is
used
Possible Essential Questions: How do I use the text to find out how the author used language and pictures to bring the characters to
life, develop the plot, and create a response from the reader?
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Grade 4 ELA TIA June 2008
Vocabulary
Materials/Resources
19
3.04
Make informal
judgements about
television and
film/video
productions.
Identify the purpose of specific television productions (commercials,
sitcoms, dramas, cartoons,etc.)
Identify the purpose of specific radio productions (radio talk shows,
commercials, news show, etc.)
Identify the purpose of video/film productions (documentaries,
dramas, comedies, etc.)
Identify the purpose of specific electronic media (websites,
electronic journals, presentational software, etc.)
Distinguish between fact and opinion, reality and fantasy
Formulate an opinion based on particular information
Media
Productions
Sitcom
Drama
Radio talk show
Documentaries
Presentational
software
Fact
Opinion
Reality
Fantasy
Possible Essential Questions:
List the strategies to use when making decisions about television and film/video productions.
Distinguish between fact and opinion and reality and fantasy.
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Grade 4 ELA TIA June 2008
Vocabulary
Materials/Resources
20
3.05
Interpret information from text, graphs, charts and maps provided by one
or more sources
Analyze and
integrate information
from one or more
sources to expand
understanding of text
including graphs,
charts, and/or maps.
Combine the information obtained from all sources to increase
understanding of text
Integrate
Interpret
Graphics
Possible Essential Questions: List strategies to use when integrating information from one or more sources to help understand
meaning.
OBJECTIVE/TIME
3.06
Conduct research
for assigned
projects or selfselected projects
(with assistance)
from a variety of
sources through
the use of
technological and
informal tools
(e.g., print and
non-print texts,
artifcats, people,
libraries,
databases,
computer
networks).
Task Analysis
Vocabulary
Choose an appropriate topic to research
within specific guidelines (with assistance)
Self-select an appropriate topic to
research
Derive information from encyclopedias,
search engines, interviews, surveys, etc.
(with assistance)
Organize and sequence the information
obtained from sources (with assistance)
Materials/Resources
Artifacts
Database
Search engines
Sequence
Organize
Surveys
Construct a written document (with
assistance)
Possible Essential Questions: Use a variety of sources to do research for projects.
©Duplin County Schools
Grade 4 ELA TIA June 2008
21
Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
OBJECTIVE/TIME
4.01
Read aloud gradeappropriate text
with fluency,
comprehension,
and expression
demonstrating an
awareness of
volume and pace.
Task Analysis
Vocabulary
Materials/Resources
Comprehension
Expression
Volume
Pace
Fluency
Audience
Listen to text being read aloud noting
the feeling, volume control, and pace
Demonstrate reading aloud using
volume control
Read aloud a text using feeling and
oral presentation skills (volume, pace,
audience and purpose)
Possible Essential Questions:
Demonstrate fluent reading.
Show expression when reading aloud.
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
22
Present information in a clear & concise
manner in oral presentations
Present information in a clear and
concise manner in writing
Listen attentively and respond
appropriately to questions and
comments made about a topic
Ask meaningful questions to gain
information about a topic, idea, or
person
Discuss how to solve problems orally
4.02
Use oral and written
language to:
Present
information
and ideas in a
clear, concise
manner.
Discuss
Interview
Solve
problems
Make
decisions
Concise
Interview
Discuss how to solve problems in written
format
Possible Essential Questions:
Present information so that it is clear to the listener.
Determine what information is important to share in a discussion.
Solve problems orally and in written form.
Make decisions orally and in written form.
OBJECTIVE/TIME
Task Analysis
Vocabulary
Identify various visual aids (graphs, charts,
models, posters, displays, photographs,
illustrations, etc.)
Explain the purpose of various visual aids
Determine when to use the various visual
aids
4.03
Make oral and
written
presentations
using visual aids
with an awareness
of purpose and
audience.
Materials/Resources
Visual aids
Purpose
Audience
Make oral and written presentations
using visuals as a guide to stay focused on
the topic and presenting in a style
appropriate for the audience
Possible Essential Questions:
Use visual aids enhance a presentation.
How can I use speaking and visual aids to share my ideas?
©Duplin County Schools
Grade 4 ELA TIA June 2008
23
OBJECTIVE/TIME
4.04
Share self-selected
texts from a
variety of genres
(e.g., poetry,
letters, narratives,
essays,
presentations).
Task Analysis
Share self-selected text in a variety of ways:
Oral presentations
Book reports
Plays
Dioramas
displays
Vocabulary
Materials/Resources
Genre
Narrative
Essay
Diorama
Possible Essential Questions:
Demonstrate different ways to can share writing.
Select an appropriate text to share.
OBJECTIVE/TIME
4.06
Compose a draft
that conveys major
ideas and
maintains focus on
the topic with
specific, relevant,
supporting details
by using
preliminary plans.
©Duplin County Schools
Task Analysis
Compose a draft written in the
appropriate organizational pattern by
utilizing information from the graphic
organizer
Vocabulary
Materials/Resources
Focus
Specific
Relevant
Draft
Paragraph
Details
Grade 4 ELA TIA June 2008
24
Possible Essential Questions:
Identify graphic organizers to use to organize ideas before writing.
Demonstrate using a graphic organizer or preliminary plans to write a draft.
OBJECTIVE/TIME
4.07
Compose fiction,
nonfiction, poetry,
and drama using
self-selected and
assigned topics
and forms (e.g.,
personal and
imaginative
narratives,
research reports,
diaries, journals,
logs, rules,
instructions).
Task Analysis
Identify the various organizational
patterns or formats from fiction,
nonfiction, poetry, and drama
Choose the appropriate format for the
topic
Produce written products in a variety of
genres
Vocabulary
Materials/Resources
Fiction
Nonfiction
Poetry
Drama
Genre
Format
Possible Essential Questions:
Establish a purpose for writing.
Decide which format should be used to write a specific piece.
Demonstrate writing in different types of genres.
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
25
4.08
Focus revision on a
specific element such as:
Word choice
Sequence of
events and
ideas
Transitional
words
Setence
patterns
Distinguish between effective and
ineffective words
Utilize a thesaurus to find antonyms
and synonyms for words
Substitute and ineffective word for a
more effective word or phrase
Identify transitional words
Know the basic components of a
sentence (subject, predicate,
prepositional phrases, etc.)
Re-read text proofreading for clarity
Rearrange text to increase clarity and
maximize effectiveness
Determine effective word choice to
maintain clarity and enhance impact
Determine when text is written in an
unclear or unsystematic order
Use varying sentence patterns
throughout the writing piece
Sequence
Transition
Effective
Ineffective
Thesaurus
Synonym
Antonym
Subject
Predicate
Prepositional
Declarative
Exclamatory
Imperative
Question
Punctuation
Proofread
Clarity
Revise/revision
Sentence pattern
Possible Essential Questions:
Demonstrate how to choose effective words.
Write/revise to make my writing more descriptive.
Write/revise my writing for sequence and organization of ideas.
Use transitional words to move the reader through my story.
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OBJECTIVE/TIME
Task Analysis
Vocabulary
Identify the conventions that are used in
various genres(business letter, feature
story, research reports, personal and
imaginary narratives, and letters)
Determine a purpose for writing and
choose a genre
Apply conventions from various writings
to new writings
4.09
Produce work that
follows the
conventions of
particula genres
(e.g., personal and
imaginative
narrative, research
reports, learning
logs, letters of
request, letters of
complaint).
Materials/Resources
Narrative
Complaint
Conventions
Edit
Possible Essential Questions:
Demonstrate using correct conventions for particular genres.
OBJECTIVE/TIME
Task Analysis
Vocabulary
Explain how technology (the Internet) is
used to gather and organize information
Use key words to gather information online
Know various software programs to use
to organize and present information
Utilize spelling and grammar check to edit
writing pieces
4.10
Use technology as
a tool to gather,
organize, and
present
informaiton.
Materials/Resources
Edit
Organize
Indent
Learn commands and /or steps to copy
and paste sentences, delete, underline,
bold, italic, and center text
Possible Essential Questions:
Use technology to help write my paper by determining which computer programs should be used.
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Goal 5: The learner will apply grammar and language conventions to communicate effectively.
OBECTIVE/TIME
5.01
Use correct
capitalization
(e.g., names of
languages,
nationalities,
musical
compositions)
and punctuation
(e.g., commas in a
series, commas in
direct address,
commas and
quotation marks
in dialogue,
apostrphes in
possessives).
Task Analysis
Vocabulary
Correct capitalization:
Beginning of a sentence
Pronoun /I/
Proper nouns (places, names, holidays,
special events, titles of books, songs and
movies, initials in names, days of week,
st
st
months, 1 word of greeting and 1
st
word in closing of a letter, 1 word in a
question)
Capitalization
Pronoun
Proper noun
Punctuation
Comma
Quotation marks
Dialogue
Apostrophe
Possessive
Exclamation mark
Interrogative
Exclamatory
Colon
Correct punctuation:
Identify punctuation
Identify the sentence ending
punctuations ( ? question mark, !
exclamation point, . period)
Use periods correctly (statements and
commands, after an initial in a name)
Use question marks correctly
(interrogative sentences-questions)
Use exclamation points correctly
(exclamatory sentence)
Use apostrophes correctly (contractions
and possessives of nouns)
Use commas correctly (after yes, no and
well at the beginning of sentence, to set
off name of person spoken to, separate
words in a series, separate city from
state, separate day and year, after
greeting of friendly letter and after
closing of friendly or business letter,
before word /and/, /but/ or in a
compound sentence).
Use quotation marks correctly (before
and after a quotation, titles of songs,
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Materials/Resources
28
stories, poems, and articles)
Use underlining correctly (titles of
newspapers, magazines, books, plays,
and movies)
Use colon correctly (after greeting in a
business letter)
Possible Essential Questions:
Demonstrate proper punctuation and capitalization in writing.
OBJECTIVE/TIME
5.02
Dem onstrate
understanding in
speaking and writing by
appropriate usage of:
Pronouns
Subject/verb
agreement
Verb tense
consistency
Subject
consistency
©Duplin County Schools
Task Analysis
Vocabulary
Pronouns:
Define pronouns
Identify, write, and speak using correct
pronouns
Use singular/plural pronouns correctly
Use subject/object pronouns correctly
Use possessive pronouns correctly
Identify pronouns in basic and complex
sentences and passages
Pronoun
Subject
Object
Possessive
Consistency
Agreement
Tense
Materials/Resources
Subject/verb agreement:
Identify verbs and nouns
Identify the subjects of a sentence
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Identify verb in the sentence and the
subject with which it correlates
Determine if the subject and verb agree
in number
Verb tense consistency:
Identify verb or verb phrase alone and
in paragraphs
Determine if the verb tense is
consistent between two phrases,
multiple phrases, and throughout entire
pieces
Use correct verb tenses: past, present,
future throughout the writing
Subject consistency:
Identify nouns
Identify the noun that is the subject of
the sentence or paragraphs
Determine if the subject is consistent
between two sentences
Determine if the subject is consistent
throughout the paragraph
Evaluate the subject consistency
throughout a written piece
Possible Essential Questions: Demonstrate appropriate use of grammar.
-prounouns
-subject/verb agreement
-subject consistency
-Verb tenses
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OBJECTIVE/TIME
5.03
Elaborate information
and ideas in writing and
speaking by using:
Simple and
compound
sentences
Regular and
irregular verbs
Adverbs
Prepositions
Coordinating
conjunctions
Task Analysis
Vocabulary
Simple and compound sentences:
Compare sentences and
fragments
Compose complete sentences
Define and list conjunctions
Identify a compound
sentence
Create a compound sentence
using a proper conjunction
Use a combination of simple
and compound sentences in
writing
Simple
Compound
Fragment
Conjunction
Compose
Irregular
Adverb
Preposition
Edit
Coordinating
conjunction
Materials/Resources
Regular and irregular verbs:
Define, identify, and use
verbs and irregular verbs
Use verb tenses correctly:
past, present, future
Use vivid verbs that clearly
show action
Adverbs:
Define and list adverbs
Identify adverbs in basic
sentences
Write using a variety of
adverbs that compare, tell
when, where and how
Write sentences and passages
using correct adverbs
Prepositions:
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Preview a list of prepositions
Define a preposition and
prepositional phrase
Identify prepositions and
prepositional phrases in
simple and complex
sentences
Coordinating conjunctions:
Define, identify, and use
conjunctions and
coordinating conjunctions
Possible Essential Questions: How can I use: simple and compound sentences, regular and irregular verbs, adverbs, prepositions,
conjunctions to make my writing and speaking clearer and more interesting?
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
32
5.04
Compose multiple
paragraphs with;
Topic
sentences
Specific and
relevant details
Logical
progression
and movement
of ideas
Coherence
Elaboration
Concluding
statement
related to the
topic.
Develop two or more paragraphs (5-8
sentences) including:
Identify topic of paragraph
Compose sentences with specific
and related details
Arrange sentences in a systematic
and logical order
Apply transitional words and
phrases to connect ideas and
sentences
Include a concluding sentence that
pulls the writing together
Specific
Relevant
Logical
Coherence
Elaboration
Conclusion
Transition
Topic
Paragraph
Sequence
Possible Essential Questions: How do I compose multiple paragraphs that have topic sentences, specific, relevant details, logical
sequencing, coherence, elaboration, an effective concluding statement?
How do I use transitional words to help connect my ideas and sentences?
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary
Grade 4 ELA TIA June 2008
Materials/Resources
33
5.05
a visual
(orthagraphy)
and meaningbased strategies
as primary
sources for
correct spelling.
Use visual and meaning based
strategies for correct spelling: word
walls, dictionary, phonetic strategies,
and chunking
Word wall
Dictionary
Chunking
Sounding out
Possible Essential Questions: What strategies do I use to spell words correctly?
OBJECTIVE/TIME
5.06
Proofread an d
correct
misspellings
indepently with
reference to
resources
(e.g.dictionaries,
Thesauri,
glossaries,
computer spellcheck, and other
classroom
sources).
Task Analysis
Reread writing checking for spelling accuracy
using:
Word wall
Dictionary, thesauri
Peer editor
Rules for writers
Vocabulary
Materials/Resources
Word wall
Dictionary
Thesaurus
Proofread
Revise/edit
Possible Essential Questions: How do I use reference aids to help me edit my work?
OBJECTIVE/TIME
©Duplin County Schools
Task Analysis
Vocabulary Materials/Resources
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5.07
Use
established
criteria ro
edit for
language
conventions
and format
Check written products for:
Subject/verb agreement
Capitalization
Punctuation
Spelling
Correct usage of transitional words and phrases
Sentence variety and structure according to text
type
Subject/verb
agreement
Edit
Conventions
Format
Transition
Structure
Transitional
words
Possible Essential Questions: How do I edit my writing?
Task Analysis
5.08
Demon strate
evidence of language
cohesion by;
Logical
sequence of
fiction and
nonfiction
retells
Time order
sequence of
events
Sustaining
conversations
on a topic.
Vocabulary Materials/Resources
Model sequencing through think-aloud
Identify sequence words including time/order
words
List events in the order in which they occur
Determine that all sentences relate and stay
focused on the topic
Retell a fiction story using written language
Retell a nonfiction piece using written language
Sequence
Fiction
Nonfiction
Possible Essential Questions: How does the sequencing of events help make a story easier to follow?
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OBJECTIVE/TIME
Task Analysis
5.09
Create
readable
documents
through
legible
handwriting
(cursive)
and/or word
processing
Create readable documents through legible cursive
handwriting and word processing by means of:
Check for correct formation, spacing, punctuation,
capitalization
Apply spell check options to word document
Use indents to distinguish paragraphs
Vocabulary Materials/Resources
Publish
Author’s chair
Legible
Indent
Possible Essential Questions: What skills and strategies do I use to publish easily read written products?
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