The Galaxies Fourth and Fifth Grade Language Arts program includes the following components:

  • Spelling Conventions
  • Grammar/Usage/Mechanics
  • Vocabulary:
  • Vocabulary from Classical Roots
  • Analogies
  • Reading:
  • Reading Comprehension
  • Novel Study
  • Independent Reading
  • WritingSpelling

The spelling program in 4th grade will continue to foster the understanding of
spelling patterns. Students will learn to recognize the categories of regular, rulebased,
and irregular spellings. Spelling strategies and major spelling patterns are
taught through mini-lessons involving student discussion. An individualized list of
words is introduced and reinforced through writing activities. Spelling lessons

  • Words with Short Vowels in the First Syllable
  • Words with Long Vowels in the First Syllable
  • Words with ar and or
  • Words Ending in ar and or
  • Words with er, ir, and ur
  • Suffixes: -ful, -hood, -ment, -ness, -ship
    Spelling continue……
  • Words with Soft c
  • Adding Suffixes to Words Ending in e
  • Words with Long e: ea and ey
  • More Words with Long e: ee and ie
  • Words Ending in al and le
  • Words with Soft g
  • Suffixes: -ance and –ence
  • Suffix: -tion
  • Words with ph and th
    Spelling is assessed each week and in students’ daily writing.
    *Spelling in grade 5 is included in the curriculum dependent on skill level.
    (5th grade concepts are indicated in red but incorporate 4th grade items
    indicated in black.)
  • The Four Kinds of Sentences
  • Subjects and Predicates
  • Compound Subjects and Predicates
  • Direct Objects
  • Complete Subjects and Predicates
  • Natural and Inverted Order in Sentences
  • Common Nouns
  • Singular and Plural Nouns
  • Possessive Nouns
  • Nouns as Subjects
  • Nouns as Objects
  • Count and Noncount Nouns
  • Nouns Used as Subject Complements
  • Nouns Used in Direct Address
  • Nouns Used as Objects of Prepositions
  • Regular and Irregular Verbs
  • Present Tense
  • Progressive Tense
  • Past Tense
  • Future Tense
  • Action Verbs
  • Verbs of Being
  • Helping Verbs
  • Verb Phrases
  • Intransitive Verbs
  • Subject-Verb Agreement
  • Transitive Verbs
  • Singular and Plural Pronouns
  • Subject Pronouns
  • Possessive Pronouns
  • Pronouns used as Subject Complements
  • Pronouns Used as Direct Objects
  • The Person of Pronouns
    Pronouns (cont.)
  • The Gender of Pronouns
  • Pronouns Used as Objects of the Propositions
  • Pronouns Used in Contractions
  • Reflexive Pronouns
  • Intensive Pronouns
  • Adjectives That Tell How Many
  • Indefinite and Definite Articles
  • Demonstrative Adjectives
  • Comparative Forms of Adjectives
  • Possessive Adjectives
  • Common and Proper Adjectives
  • The Position of Adjectives
  • Superlative Forms of Adjectives
  • Adverbs of Time
  • Adverbs of Place
  • Comparative Adverbs
  • Adverbs of Manner
  • Superlative Adverbs
    Punctuation, Capitalization, Abbreviations
  • End Punctuation
  • Periods After Abbreviations, Titles, and Initials
  • Capital Letters
  • Commas Used in Direct Address
  • Punctuation in Direct Quotations
  • Apostrophes
  • Commas After Yes and NO
  • Commas Separating Words in A Series
  • Commas After Parts of a Letter
  • Commas in Dates and Addresses
  • Commas in Geographical Names
    Prepositions, Conjunctions, Interjections
  • Prepositions and Prepositional Phrases
  • Interjections
  • Adjectival Phrases
  • Adverbial Phrases
  • Coordinate Conjunctions
    Word Study Skills
  • Synonyms
  • Antonyms
  • Homophones
  • Contractions
  • Compound Words
    “Exercises in English Grammar Workbooks – Loyola Press.” Exercises in
    English Grammar Workbooks – Loyola Press. N.p., n.d. Web. 11 Feb. 2013.
    In addition to word study that is integrated across all content areas, students
    receive isolated instruction compromised of classical roots study and analogies.
    Vocabulary from Classical Roots
    Students acquire and use grade-appropriate language through the study of Greek
    and Latin root words and affixes, which account for approximately 60% of the
    English language.
    Students use reasoning skills to determine meaning of new words based on words
    they already know and the relationship expressed in the analogy.
    Reading Comprehension
    Students develop and apply strategies to help them read and understand content
    area selections.
    Before Reading Strategies
    Previewing the Selection by looking at the title and headings to make predictions
    about selection
    Activating Prior Knowledge by looking at pictures, graphics, and text to
    determine what the reader already knows about the topic.
    Set a Purpose by using the title and headings to write questions that the readers can
    answer during reading.
    During Reading Strategies
    Making Connections by relating what the reader already knows about the subject
    to the reading
    Interact with Text by identifying the main idea and sporting details.
    Clarify Understanding by using photographs, charts, and other graphics to help
    the reader understand the text.
    After Reading Strategies
    Recall by summarizing selection verbally or in written form.
    Evaluate by searching the selection to determine how the author used evidence to
    reach conclusions.
    Respond by drawing logical conclusions about the topic.
    Crawford, Leslie W., Charles E. Martin, and Margaret M. Philbin. Read for Real:
    Nonfiction Strategies for Reading Results. Columbus, OH: Zaner-Bloser, 2005.
    Novel Study
    Through in-depth study of grade-appropriate, content area-linked literature,
  • Identify prevalent themes in a story.
  • Describe, in depth, the plot, characters, settings, or events in a story
    drawing on specific areas of the text.
  • Compare and contrast characters, settings, or events in a story.
  • Build appreciation for various authors, genres, and topics.
  • Reinforce content area learning.
  • Reinforce writing skills.
    Previous Novel Study titles include:
    Bud, Not Buddy by Christopher Paul Curtis – Newbery Medal
    Coretta Scott King Award
    Island of the Blue Dolphins by Scott O”Dell – Newbery Medal
    Witch of Blackbird Pond by Elizabeth George Speare – Newbery Medal
    Every Soul a Star by Wendy Mass – Rebecca Caudill
    – Young Readers’ Book Award
    Sign of the Beaver by Elizabeth George Speare – Newbery Honor
    The Hundred Dresses by Eleanor Estes – Newbery Honor
    The Whipping Boy by Sid Fleishman – Newbery Medal
    The Boy Who Ran for President by Dan Gutman Junior Library Guild
    The Mostly True Adventures of Homer P. Figg by Rodman Philbrick
    – Newbery Honor
    The Fighting Ground by Avi – Scott O’Dell Award for
    Historical Fiction
    Independent Reading
    In addition to in-class reading, students are required to read independently for
    daily homework. Doing so enables students to:
  • Develop life-long reading habits.
  • Build background knowledge that scaffolds future learning.
  • Build vocabulary and reading comprehension skills.
  • Develop appreciation for authors/genres/topics.
  • Reinforce writing skills.Writing
    In the Galaxies writing program, students are given the guidelines, samples, and
    strategies that enable them to produce clear and cohesive writing in a variety of
    formats. With consideration of purpose and audience, students write:
  • Opinion pieces on topics or texts supporting a point of view with
    specific reasons.
  • Informative/explanatory texts that examine topics and convey ideas and
  • Narratives, both real and imagined, using effective techniques,
    descriptive details, and clear event sequences.
    Examples include:
  • “How To” Essay
  • Persuasive Essay/Letter
  • Personal Narrative
  • Character Analysis
  • Response to Literature
  • Descriptive Essay
  • Research Report
  • Response to Prompt
  • Fictional Narrative