Introduction to Debate Grade 4 (#5010104) 


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Course Standards


Name Description
LAFS.4.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Demonstrate legible cursive writing skills.
  2. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  3. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
  4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  5. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  6. Form and use prepositional phrases.
  7. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  8. Correctly use frequently confused words (e.g., to, too, two; there, their).
LAFS.4.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose words and phrases to convey ideas precisely.
  2. Choose punctuation for effect.
  3. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
LAFS.4.L.3.5: Demonstrate understanding of word relationships, and nuances in word meanings.
  1. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
  2. Recognize and explain the meaning of common idioms, adages, and proverbs.
  3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
LAFS.4.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LAFS.4.RI.2.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
LAFS.4.RI.2.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
LAFS.4.RI.2.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
LAFS.4.RI.3.8: Explain how an author uses reasons and evidence to support particular points in a text.
LAFS.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LAFS.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.SL.1.3: Identify the reasons and evidence a speaker provides to support particular points.
LAFS.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
LAFS.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LAFS.4.SL.2.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
LAFS.4.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Provide a concluding statement or section related to the information or explanation presented.
LAFS.4.W.2.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
LAFS.4.W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
LAFS.4.W.2.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
LAFS.4.W.3.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LAFS.4.W.3.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LAFS.4.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Introduction to Debate Fourth Grade is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of Fourth Grade English Language Arts standards have been included.


GENERAL NOTES

The content should include, but not be limited to, the following:

• learning and practicing a variety of speech formats

• learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion

o eye contact and body movements

o voice register and choices of language

o use of standard English

• using research and writing skills to support selected topics and points of view

o across a range of disciplines

o using a range of sources, including digital

• collaboration amongst peers, especially during the drafting and practicing stages


General Information

Course Number: 5010104 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: INTRO TO DEBATE GR 4
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 4



Educator Certifications

Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)
English (Elementary Grades 1-6)


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