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4th Grade Objective Analysis Standard 3: Critical Rdg and Wtg

Page history last edited by Tashe Harris 6 years, 4 months ago

 Oklahoma Academic Standards for

 English Language Arts |Grade Level Objective Analysis

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Reading

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Writing

Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Student Actions 

Teacher Actions 

4.3.R.1 Students will determine the author’s purpose (i.e., entertain, inform, persuade) and infer the difference between the stated and implied purpose.

  • Students will identify and describe the different types of authors’ purposes for a text/passage (i.e., persuade, inform, entertain).

 

 

  • Teachers model how to identify and describe different types of authors’ purposes for a text/passage (i.e., persuade, inform, entertain).

  • Teachers provide opportunities for students to identify features of different types of authors’ purposes for a text/passage.

  • Students will determine the author’s stated purpose of a text/passage using close reading to help identify the purpose.

 

 

 

 

  • Teachers explain that when the author’s purpose is stated, the author is directly telling the reader the reason why he/she is writing something.
  • Teachers model closely reading a text/passage to identify the author’s stated purpose.

  • Teachers provide opportunities for students to determine the author’s stated purpose of a text/passage.
  • Students will determine the author’s implied purpose of a text/passage using clues in the text to help identify the purpose.

 
  • Teachers explain that when the author’s purpose is implied, the purpose is not directly stated and the reader must use clues to determine why the author is writing something.

  • Teachers share common clues that students should look for to determine the author’s implied purpose (e.g. “should” or “must” often indicate persuasion, reports and facts often indicate informative writing, emotion words and elaborate descriptions often indicate entertainment).

  • Teachers model identifying clues in a text/passage that help determine the author’s implied purpose.

  • Teachers provide opportunities for students to determine the author’s implied purpose of a text/passage.

  • Teachers check for student understanding and provide feedback as students determine the author's implied purpose. 
  • Students will make inferences to determine when the author’s purpose is stated and when it is implied
  • Teachers explain that inference is using clues from the text and the students’ own knowledge to draw a conclusion about something.

  • Teachers model how to makes inferences to determine when the author’s purpose is stated and when it is implied.

  • Teachers provide opportunities for students to make inferences to determine when the author’s purpose is stated and when it is implied.

  • Teachers provide feedback to students regarding their inferences.

4.3.R.2 Students will infer whether a story is narrated in first or third person point of view in grade-level literary and/or informational text.

  • Students will identify and describe the features of a passage narrated in first person point of view.

 

 

 

  • Teachers explain that point of view is the way in which an author reveals a viewpoint or perspective using characters and narration.

  • Teachers explain that a passage narrated in first person point of view is when he or she is speaking directly about himself or herself (singular = I, me; plural = we, us).

  • Teachers provide opportunities for students to identify the features of a passage narrated in first person point of view.

  • Students will identify and describe the features of a story narrated in third person point of view. 
  • Teachers explain that a passage narrated in third person point of view is when the narrator tells a story from someone else’s viewpoint and is not a character in the story (singular = he, him, she, it; plural = his, hers, its).

  • Teachers provide opportunities for students to identify the features of a passage narrated in third person point of view.

  • Students will use features from the text to infer the narrator’s point of view. 
  • Teachers model how to use features from the text to infer whether the narrator’s point of view is in first or third person.

  • Teachers provide opportunities for students to use features from the text to infer whether the narrator’s point of view is in first or third person.

  • Teachers check for student understanding and provide feedback when making inferences to determine if a passage is in first or third person point of view.

4.3.R.3 Students will describe key literary elements:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • Students will describe the setting (where and when it takes place, or descriptive) of a text.
  • Teachers review what the setting of a story is.

  • Teachers model how to describe the setting of a text.

  • Teachers provide opportunities for students to describe the setting of a text.

  • Students will describe the plot (sequence of events or actions) of a text. 
  • Teachers review what the plot of a story is.

  • Teachers model how to describe the plot of a text.

  • Teachers provide opportunities for students to describe the plot of a text.

  • Students will describe characters (protagonist-central character/antagonist-character who stands directly opposed to the protagonist) of a text. 
  • Teachers explain how to describe characters (protagonist/antagonist) of a text.

  • Teachers model how to describe characters (protagonist/antagonist) of a text.

  • Teachers provide opportunities for students to describe characters (protagonist/antagonist) of a text.  
  • Students will describe the characterization (the creation or construction of a character) in a text.
  • Teachers review what characterization in a text is.

  • Teachers model how to describe characterization in a text.

  • Teachers provide opportunities for students to describe characterization in a text. 

  • Students will describe the theme (central meaning) of a text.  
  • Teachers review what the theme of a text is.

  • Teachers model how to describe the theme of a text.

  • Teachers provide opportunities for students to describe the theme of a text.

4.3.R.4 Students will find examples of literary devices:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism*

  • tone*

*Students will find textual evidence when provided with examples. 

  • Students will find examples of comparisons using like or as (similes) in a text.
  • Teachers review how to identify a simile or metaphor in a text.

  • Teachers provide opportunities for students to find examples of similes and metaphors in a text. 

  • Students will find examples of comparisons that do not use like or as (metaphors) in a text.
  • Students will find examples of human characteristics given to animals, ideas, or inanimate objects (personification) in a text.

 

 

  • Teachers explain that personification is when human characteristics are given to animals, ideas, or inanimate objects in a text.

  • Teachers model how to find examples of personification in a text.

  • Teachers provide opportunities for students to find examples of personification in a text.

  • Students will find examples of words that mimic the sounds they describe (onomatopoeia) in a text.
  • Teachers explain that onomatopoeia is the use of words that mimic the sounds they describe in a text.

  • Teachers model how to find examples of onomatopoeia in a text.

  • Teachers provide opportunities for students to find examples of onomatopoeia in a text.

  • Students will find examples of obvious and deliberate exaggeration (hyperbole) in a text. 
  • Teachers explain that a hyperbole is the use of obvious and deliberate exaggeration in a text (e.g., I am so hungry, I could eat a horse).

  • Teachers model how to find examples of a hyperbole in a text.

  • Teachers provide opportunities for students to find examples of a hyperbole in a text.

  • Students will find examples of multiple words or a continuous phrase that a writer has used to represent persons, objects, actions, feelings, or ideas descriptively by appealing to the senses (imagery) in a text.  
  • Teachers explain what imagery is.

  • Teachers model how to find examples of imagery in a text.

  • Teachers provide opportunities for students to find examples of imagery in a text. 

  • Students will find textual evidence when provided with examples of an object, person, place, or action that has both a meaning in itself and that stands for something larger than itself, such as quality, attitude, belief, or value (symbolism). 
  • Teachers explain what symbolism is.

  • Teachers model how to find symbolism in a text.

  • Teachers provide opportunities for students to find symbolism in a text.


  • Students will find textual evidence when provided with examples of a writer or speaker’s attitude toward a subject, character or audience conveyed through the author’s choice of words and detail (tone). 
  • Teachers explain what tone is.

  • Teachers model how to find the tone in a text.

  • Teachers provide opportunities for students to find the tone in a text.

4.3.R.5 Students will distinguish fact from opinion in a text and investigate facts for accuracy.
  • Students will describe the difference between fact and opinion in a text. 
  • Teachers review the difference between fact and opinion in a text.

  • Teachers model how to describe the difference between fact and opinion in a text.

  • Teachers provide opportunities for students to describe the difference between fact and opinion in a text.

  • Students will identify signal words that distinguish a fact or opinion in a text.  (e.g. I think = opinion, proof = fact)
  • Teachers identify signal words that distinguish fact from opinion in a text.  

  • Teachers provide opportunities for students to identify signal words that distinguish fact from opinion in a text.

  • Students will research facts in a text for accuracy.  
  • Teachers explain how to research facts in a text for accuracy.

  • Teachers model how to research facts in a text for accuracy.

  • Teachers provide opportunities for students to research facts in a text for accuracy.

 

4.3.R.6 Students will describe the structure of a text (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

  • Students will identify the characteristics and purposes of different types of text structures (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

  • Teachers review different types of text structures.

  • Teachers explain how to identify the characteristics and purposes of different types of text structures.

  • Teachers provide opportunities for students to identify the characteristics and purposes of different types of text structures.

  • Students will locate topic sentences, signal words, and context clues that help identify the text structure.

  • Teachers model how to locate topic sentences, signal words, and context clues that help identify the text structure.  

  • Teachers provide opportunities for students to locate topic sentences, signal words, and context clues that help identify the text structure.

  • Students will explain the structure of a text

  • Teachers provide guidance as students identify and explain the structure of a text using topic sentences, signal words, and context clues to support their thinking.


4.3.R.7  Students will ask and answer inferential questions using the text to support answers.

  • Students will use prior knowledge and new learning from a text to come to a reasonable conclusion (inference).

  • Teachers explain that an inference involves using personal experience or background knowledge/schema, along with the information from the text, to make assumptions about what is not written.

  • Teachers model making inferences to draw conclusions.

  • Teachers provide opportunities for students to make inferences to come to a reasonable conclusion using prior knowledge and new learning from a text.

  • Students will ask inferential questions providing textual evidence to support reasoning.

  • Teachers model how to identify and usetext evidence to support reasoning when asking inferential questions.

  • Teachers provide opportunities for students to use evidence from a text to support the reasons for asking inferential questions.

  • Teachers check for student understanding and provide feedback when using textual evidence to support the reasons for asking  inferential questions.


  • Students will answer inferential questions providing textual evidence to support reasoning.

  • Teachers model how to identify and use text evidence to support reasoning when answering inferential questions.

  • Teachers provide opportunities for students to use evidence from a text to support the reasons for answers to inferential questions.

  • Teachers check for student understanding and provide feedback when using textual evidence to support the reasons for answers to inferential questions.

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

Student Actions 

Teacher Actions 

4.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., solution and resolution), and dialogue. 

The following statements are elements of a narrative piece of writing.  While composing, teachers and students need to keep in mind the writing process (4.2.W), word choice (4.4.W), and language (4.5.W).
  • Students will write a real or imaginary story.
  • Teachers describe the elements of a strong narrative writing piece.

  • Teachers share mentor texts to show how authors

    • Establish characters

    • Establish setting (place and time)

    • Establish point of view

    • Develop a plot (beginning, conflict, rising action, climax, falling action, resolution)

    • Include character dialogue.

  • Teachers model how to write a narrative by thinking aloud through a piece of their own writing.

  • Teachers allow time for students to practice composing narratives while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding characters, plot, setting, the point of view, and conflict.

  • Students will create characters and establish a setting (place and time) for their story.
  • Students will establish a point of view, determining if a narrator or other character is telling the story.
  • Students will develop a plot including a conflict and resolution.
  • Students will include character dialogue in their story.

4.3.W.2 INFORMATIVE - Grade Level Focus Students will write facts about a subject, including a clear main idea with supporting details, and use transitional and signal words.

The following statements are elements of an informative piece of writing.  While composing, teachers and students need to keep in mind the writing process (4.2.W), word choice (4.4.W), language (4.5.W) and research (4.6.W).
  • Students will select a subject and determine the main idea that they will communicate in writing.
  • Teachers describe the elements of a strong informative writing piece.

  • Teachers share mentor texts to show how authors

    • Establish the main idea

    • Include supporting details

    • Include facts

    • Use transitional and signal words

  • Teachers model how to write an informative piece by thinking aloud through a piece of their own writing.

  • Teachers allow time for students to practice composing informative texts while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding the main idea, supporting details, the inclusion of facts, and use of transitional and signal words. 

  • Students will write supporting details and facts about their chosen subject. 
  • Students will use transitional and signal words for smoothness. 

4.3.W.3 OPINION Students will express an opinion about a topic and provide fact-based reasons as support.

The following statements are elements of an opinion piece of writing.  While composing, teachers and students need to keep in mind the writing process (4.2.W), word choice (4.4.W), and language (4.5.W).
  • Students will express an opinion about a topic.

 

  • Teachers describe the elements of a strong opinion writing piece.

  • Teachers share mentor texts to show how authors

    • Express an opinion about a topic

    • Provide fact-based reasons to support the topic

  • Teachers model how to write an opinion piece by thinking aloud through a piece of their own writing.

  • Teachers allow time for students to practice composing opinion texts while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding expressing their opinion and supporting it with reasons.

  • Students will provide fact-based reasons to support their opinion.

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