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4th Grade Objective Analysis Standard 2: RdgFnd
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Saved by Danielle Calvin
on September 12, 2017 at 11:56:36 am
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 2: Reading Foundations
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Students will develop foundational skills for future reading success by working with sounds, letters, and text.
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PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text.
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Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades.
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PRINT CONCEPTS: Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.
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Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students will address skills from previous grades. |
Student Actions
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Teacher Actions
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4.2.PC Students will correctly form letters in print and cursive and use appropriate spacing for letters, words, and sentences.
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- Students will correctly form letters in print and cursive.
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Teachers demonstrate correct letter formation in print and cursive.
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Teachers provide opportunities for correct letter formation in print and cursive.
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Teachers monitor student for correct formation of letters in print/cursive and provide feedback as need.
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- Students will use correct spacing between letters, words, and sentences.
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Teachers demonstrate appropriate spacing between letters, words, and sentences.
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Teachers provide opportunities for students to use appropriate spacing.
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PHONICS AND WORD STUDY: Students will decode and read words in context and isolation by applying phonics and word analysis skills.
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Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students will address skills from previous grades. |
Student Actions
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Teacher Actions
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4.2.PWS.1 Students will use their combined knowledge of letter-sound correspondences, syllable patterns, morphology, and semantics to accurately read unfamiliar words, including multisyllabic words.
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- Students will use their knowledge of letter-sound relationships to decode new words.
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- Teachers review letter-sound relationships taught in previous grade levels, needed to decode new words.
- Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.
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- Students will use their knowledge of syllable types (i.e., closed, open, vowel-consonant-e, vowel team, vowel-r, simple and complex, and consonant -le syllable types) to decode new words.
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Teachers model decoding words using the major syllable patterns.
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Teachers provide opportunities for students to apply knowledge of major syllable patterns to decode new words.
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Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.
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- Students will examine morphemes, the smallest units of meaning in a word, (i.e.., prefixes, roots, suffixes, and inflectional endings) to decode new words.
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Teachers define a morpheme as the smallest unit of meaning in a word.
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Teachers model decoding words with multiple morphemes.
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Teachers provide opportunities for students examine morphemes and use them to decode new words.
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Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.
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- Students will use word meaning in context to decode and understand new words.
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Teachers provide opportunities for students to apply their decoding skills to understand words in context.
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Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.
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FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.
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Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades. |
Student Actions
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Teacher Actions
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4.2.F.1 Students will read high frequency and irregularly spelled grade-level words with automaticity in text.
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- Students will quickly recognize and read regular and common irregularly spelled grade-level sight words.
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4.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.
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- Students will read grade-level text at an appropriate speed with accuracy, expression, and phrasing that suggests comprehension.
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Teachers will model reading smoothly with accuracy, phrasing, and expression.
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Teachers will provide students opportunities to practice reading and rereading for fluency.
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Teachers will monitor and provide opportunities for feedback and interventions as needed as students are working on fluency in grade-level texts.
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4th Grade Objective Analysis Standard 2: RdgFnd
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