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4th Grade Objective Analysis Standard 2: RdgWtgProc
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last edited
by Tashe Harris 6 years, 5 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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Reading
Students will read and comprehend increasingly complex literary and informational texts.
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Writing
Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
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READING: Students will read and comprehend increasingly complex literary and informational texts. |
Student Actions
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Teacher Actions
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4.2.R.1 Students will distinguish how key details support the main idea of a passage.
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- Students will locate the main idea in a passage.
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- Students will locate key supporting details in a passage.
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- Students will describe how key details support the main idea in a passage.
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Teachers model how to distinguish how key details support the main idea in a text or section of a text.
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Teachers provide opportunities for students to describe how key details support the main idea in a text or section of text.
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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).
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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.
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Teachers explain the differences between literary and nonfiction/informational texts.
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Teachers provide opportunities for students to describe the differences between literary and nonfiction/informational texts.
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- Students will understand the differences between genres.
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- Teachers explain the differences between genres using key characteristics from the text.
- Teachers provide opportunities for students to explain the differences between genres.
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- Students will compare and contrast the details in literary texts to decide the genre.
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Teachers model how to find the similarities and differences among the details of a literary text to determine the genre.
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Teachers provide opportunities for students to find similarities and differences among the details in a literary text to determine the genre.
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Teachers provide feedback to students regarding their explanations of the similarities and differences among the details in a literary text to determine the genre.
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- Students will compare and contrast the details in nonfiction/informational texts to decide the genre.
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Teachers model how to find the similarities and differences among the details of a nonfiction/ informational text to determine the genre.
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Teachers provide opportunities for students to find similarities and differences among the details in a nonfiction/informational text to determine the genre.
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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.
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4.2.R.3 Students will summarize events or plots (i.e., beginning, middle, end, conflict, and climax) of a story or text.
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- Students will summarize a story or text using events or plots.
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Teachers identify events or the plot to be used for summarizing.
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Teachers define what it means to summarize.
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Teachers model how to summarize a story or text.
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Teachers provide opportunities for students to summarize stories or texts in whole group, small group, and individually.
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Teachers monitor and provide opportunities for students to receive feedback regarding student summaries.
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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.
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- Students will begin to paraphrase the main idea of a text using supporting details.
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Teachers explain the meaning of paraphrase.
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Teachers model how to use the main idea and key supporting details to paraphrase a text.
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Teachers provide opportunities for students to use the main idea and key details to paraphrase a text.
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Teachers monitor and provide opportunities for students to receive feedback on the use of the main idea and details to paraphrase a text.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
Student Actions
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Teacher Actions
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4.2.W.1 Students will develop drafts by categorizing ideas and organizing them into paragraphs.
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- Students will categorize and organize ideas into paragraphs in the draft.
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4.2.W.2 Students will edit drafts and revise for clarity and organization.
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- Students will edit drafts.
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Teachers provide criteria to consider when editing (e.g., paragraph indentation, punctuation, capitalization, etc) a draft.
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Teachers model how to edit a draft including self-editing and peer-editing.
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Teachers provide time and opportunities for students to apply editing criteria to their work.
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Teachers monitor and provide opportunities for students to receive back regarding edited drafts.
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- Students will revise drafts to improve organization and to clarify writing.
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Teachers provide criteria to consider when revising drafts (e.g., organization and clarity of ideas).
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Teachers model how to revise a draft including self-revision and peer-revision.
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Teachers provide time and opportunities for students to apply revision criteria to their work.
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Teachers monitor and provide opportunities for students to receive feedback regarding revised drafts.
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4.2.W.3 Students will correctly spell grade-appropriate words while editing.
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- Students will edit to ensure that grade-appropriate words are spelled correctly.
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Teachers include correctly spelled grade appropriate words in editing criteria.
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Teachers model how to edit a draft for spelling including self-editing and peer-editing.
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Teachers provide time and opportunities for students to apply editing criteria, including spelling, to their work.
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Teachers monitor and provide opportunities for students to receive feedback about grade appropriate spelling in edited drafts.
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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).
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- Students will use available resources to find correct spellings of words.
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Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell check).
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Teachers model how to appropriately use available resources.
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Teachers provide opportunities for students to use available resources to find correct spellings.
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4th Grade Objective Analysis Standard 2: RdgWtgProc
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