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4th Grade Objective Analysis Standard 2: RdgWtgProc

Page history last edited by Tashe Harris 2 years, 9 months ago

 Oklahoma Academic Standards for

English Language Arts |Grade Level Objective Analysis

  

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

READING: Students will read and comprehend increasingly complex literary and informational texts.

Student Actions 

Teacher Actions 

4.2.R.1 Students will distinguish how key details support the main idea of a passage.

  • Students will locate the main idea in a passage. 

 

 

  • Teachers demonstrate how to find the main idea in a text or section of text.

  • Teachers provide opportunities for students to locate the main idea in a text or section of text.

  • Students will locate key supporting details in a passage.

 

 

  • Teachers model how to find key supporting details in a text or section of text.

  • Teachers provide opportunities for students to locate key supporting details in a text or section of text.

  • Students will describe how key details support the main idea in a passage. 
  • Teachers model how to distinguish how key details support the main idea in a text or section of a text.

  • Teachers provide opportunities for students to describe how key details support the main idea in a text or section of text.

  • Teachers monitor and provide opportunities for students to receive feedback as they describe how key details support the main idea in a passage (e.g. whole group, small group or individual discussion, formative assessment).

4.2.R.2 Students will compare and contrast details in literary and nonfiction/informational texts to discriminate various genres. 
For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents).
  • Students will describe the differences between literary and nonfiction/informational texts. 

 

 

  • Teachers explain the differences between literary and nonfiction/informational texts.

  • Teachers provide opportunities for students to describe the differences between literary and nonfiction/informational texts.

  • Students will understand the differences between genres.  
  • Teachers explain the differences between genres using key characteristics from the text. 
  • Teachers provide opportunities for students to explain the differences between genres.
  • Students will compare and contrast the details in literary texts to decide the genre. 
  • Teachers model how to find the similarities and differences among the details of a literary text to determine the genre.

  • Teachers provide opportunities for students to find similarities and differences among the details in a literary text to determine the genre.

  • Teachers provide feedback to students regarding their explanations of the similarities and differences among the details in a literary text to determine the genre.

  • Students will compare and contrast the details in nonfiction/informational texts to decide the genre. 
  • Teachers model how to find the similarities and differences among the details of a nonfiction/ informational text to determine the genre.

  • Teachers provide opportunities for students to find similarities and differences among the details in a nonfiction/informational text to determine the genre.

  • Teachers monitor and provide opportunities for students to receive feedback regarding their explanations of the similarities and differences among the details in a nonfiction/informational text to determine the genre.

4.2.R.3 Students will summarize events or plots (i.e., beginning, middle, end, conflict, and climax) of a story or text.

  • Students will summarize a story or text using events or plots.

 

 

 

  • Teachers identify events or the plot to be used for summarizing.

  • Teachers define what it means to summarize.

  • Teachers model how to summarize a story or text.

  • Teachers provide opportunities for students to summarize stories or texts in whole group, small group, and individually.

  • Teachers monitor and provide opportunities for students to receive feedback regarding student summaries.

4.2.R.4 Students will begin to paraphrase main ideas with supporting details in a text.
  • Students will locate details in a text that support the main idea. 
  • Teachers model how to locate key supporting details that support the main idea in a text.

  • Teachers provide opportunities for students to locate key details that support the main idea in a text.

  • Students will begin to paraphrase the main idea of a text using supporting details. 
  • Teachers explain the meaning of paraphrase.

  • Teachers model how to use the main idea and key supporting details to paraphrase a text.

  • Teachers provide opportunities for students to use the main idea and key details to paraphrase a text.

  • Teachers monitor and provide opportunities for students to receive feedback on the use of the main idea and details to paraphrase a text.

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 

Student Actions 

Teacher Actions 

4.2.W.1 Students will develop drafts by categorizing ideas and organizing them into paragraphs.

 

  • Students will categorize and organize ideas into paragraphs in the draft.

 

 

  • Teachers model how to categorize and organize ideas in preparation for writing.
  • Teachers provide opportunities for students to categorize and organize ideas into paragraphs •Teachers monitor and provide opportunities for students to receive feedback regarding drafts..

4.2.W.2 Students will edit drafts and revise for clarity and organization.

  • Students will edit drafts.

 

 

 

 

 

  • Teachers provide criteria to consider when editing (e.g., paragraph indentation, punctuation, capitalization, etc) a draft.

  • Teachers model how to edit a draft including self-editing and peer-editing.

  • Teachers provide time and opportunities for students to apply editing criteria to their work.

  • Teachers monitor and provide opportunities for students to receive back regarding edited drafts.

  • Students will revise drafts to improve organization and to clarify writing. 
  • Teachers provide criteria to consider when revising drafts (e.g., organization and clarity of ideas).

  • Teachers model how to revise a draft including self-revision and peer-revision.

  • Teachers provide time and opportunities for students to apply revision criteria to their work.

  • Teachers monitor and provide opportunities for students to receive feedback regarding revised drafts.

4.2.W.3 Students will correctly spell grade-appropriate words while editing.

  • Students will edit to ensure that grade-appropriate words are spelled correctly.

 

 

  • Teachers include correctly spelled grade appropriate words in editing criteria.

  • Teachers model how to edit a draft for spelling including self-editing and peer-editing.

  • Teachers provide time and opportunities for students to apply editing criteria, including spelling, to their work.

  • Teachers monitor and provide opportunities for students to receive feedback about grade appropriate spelling in edited drafts.

4.2.W.4 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

  • Students will use available resources to find correct spellings of words.

 

 

  • Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell check).

  • Teachers model how to appropriately use available resources.

  • Teachers provide opportunities for students to use available resources to find correct spellings.

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