Standard 1: Listening and Speaking

Students will listen and speak effectively in a variety of situations.

Listening
Students will develop and apply effective

communication skills through active listening.

Speaking
Students will develop and apply effective

communication skills to share ideas through speaking.

4.1.L.1

 Students will actively listen using agreed-upon discussion rules.

4.1.S.1

Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

4.1.L.2

Students will​ ​actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose. 

4.1.S.2

​Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings. 

4.1.S.3

 ​Students will give informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Standard 2: Reading and Writing Foundations

Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

 Phonological Awareness
Students will recognize, count, and manipulate the parts of spoken words,

including syllables, onset/rimes, and phonemes without using text.

 Students will continue to review and apply earlier grade-level expectations for this standard. If phonological skills are not mastered, students will address skills from previous grades. 

Phonics and Word Study
Students will decode and encode words by applying phonics

and word analysis skills in context and isolation.

Spelling/Encoding
Students will encode and write words in context and isolation

by applying phonics, spelling patterns, and structural analysis skills.

Standard 2: Reading and Writing Process

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

4.2.R.1

Students will determine the key details that support the main idea of a text. 

4.2.W.1

Students will routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.  

4.2.R.2

Students will compare fiction, poetry, and nonfiction to distinguish various genres. 

4.2.W.2

​Students will​ ​routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions). 

4.2.R.3

Students will summarize and sequence the important​ ​events of a story.  

4.2.W.3

Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed. 

4.2.R.4

Students will summarize facts and details from an informational text. 

4.2.W.4

Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest). 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

4.3.R.1

Students will determine​ ​the author’s purpose (i.e., entertain, inform, persuade) by identifying key details.

4.3.W.1

Students will compose narratives​ ​reflecting real or imagined experiences that:  

● include plots with a climax and resolution

● include developed characters who overcome conflicts and use dialogue

● use a consistent point of view

● unfold in chronological sequence

● use sentence variety, sensory details, and vivid language to create interest

● model literary elements and/or literary devices from mentor texts

4.3.R.2

Students will determine whether a grade-level literary text is narrated in first- or third-person point of view. 

4.3.R.3

Students will find textual evidence of literary elements:

● setting

● plot

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

● characterization

● conflict 

4.3.W.2

Students will compose informative​ ​essays that:

● introduce and develop a topic

● incorporate evidence (e.g., specific facts, examples)

● maintain an organized structure with transitional words and phrases

● use sentence variety and word choice to create interest

● model literary devices from mentor texts

4.3.R.4

Students will find textual evidence of literary devices: 

● metaphor

● idiom

● personification

● hyperbole

● simile

● alliteration

● onomatopoeia

Students will write opinion essays that:

● introduce a topic and state an opinion

● incorporate relevant, text-based evidence to support the opinion

● use sentence variety and word choice to create interest

● maintain an organized structure with transitional words and phrases

4.3.R.5

Students will answer inferential questions using evidence from one or more texts to support answers.

4.3.R.6

Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.  

Students will distinguish the structures of an informational text:

• cause/effect

• problem/solution

• description

• sequential 

Standard 4: Vocabulary

Students will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading
Students will expand their grade-level vocabularies

through reading, word study, and class discussion.

4.4.R.1​

Students will identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.  

4.4.W.1​

Students will use grade-level​ ​vocabulary in writing to clearly communicate ideas.

4.4.R.2

Students will use context clues to clarify the meaning of words.

4.4.W.2

Students will use precise and vivid vocabulary in writing for the intended mode and effect on the audience. 

4.4.R.3

Students will use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words. 

4.4.R.4

Students will​ ​consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text. 

4.4.R.5

Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts. 

Standard 5: Language

Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and
communicate effectively.

4.5.R.1​

Students will recognize simple and compound sentences. 

4.5.W.1​

Students will compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments. 

4.5.R.2

Students will recognize parts of speech in sentences:

● irregular possessive nouns (e.g., ​children’s​)

● irregular and past participle verbs and verb tense to identify settings, times, and sequences 

● subject and verb agreement

● comparative and superlative adjectives

● prepositional phrases

● possessive pronouns and the nouns they replace (i.e., antecedents) 

● coordinating conjunctions

● comparative and superlative adverbs

● interjections

4.5.W.2

Students will use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing. 

4.5.W.3

Students will recognize and correct errors in subject and verb agreement. 

4.5.W.4

Students will capitalize familial relations, proper adjectives, conventions of letter writing, and the first letter of a quotation. 

4.5.W.5

​Students will​ ​use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences. 

4.5.W.6

Students will use apostrophes​ ​to show possession of singular and plural nouns and recognize and remove apostrophes used to form plurals. 

4.5.W.7

Students will use commas in greetings and closings in letters and emails, to separate individual words in a series, and to indicate dialogue. 

4.5.W.8

Students will use a colon to introduce a list (e.g., Deb only needed three things from the grocery store: milk, eggs, and bread.). 

4.5.W.9

Students will use quotation marks to indicate dialogue,  quoted material, and titles of works. 

4.5.W.10

Students will use underlining or italics to indicate titles of works. 

Standard 6: Research

Students will engage in inquiry to acquire, refine, and communicate accurate information.

4.6.R.1​

Students will conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews).

4.6.W.1​

Students will generate a viable research question about a topic. 

4.6.R.2​

Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to comprehend informational texts. 

4.6.W.2

Students will organize information found during research, following a modified citation style (i.e., author, title, publication year). 

4.6.R.3​

Students will determine the relevance of the information gathered.

4.6.W.3

Students will write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information about a topic and convey details and quotations from two or more sources. 

Standard 7: Multimodal Literacies

Students will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural
content.

4.7.R​

Students will locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content​ ​to compare and contrast perspectives about ideas and topics. 

4.7.W

Students will communicate their ideas, thoughts, and feelings by combining two or more kinds of content: 

● writing/alphabetic

● sound, visual, and/or spatial

● movement

Standard 8: Independent Reading and Writing

Students will read and write independently for a variety of purposes and periods of time.

4.8.R​

Students will read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes. 

4.8.W

Students will write independently using print, cursive, and/ortyping for various lengths of time, choosing modes and genres to suit their audience and purpose.