English Language Arts and Reading, Grade 4
1st Nine Weeks (May take 11 weeks to cover these TEKS) :: The student is expected to...
• 2014-2015 4th Grade Writing Rubrics
• 4th Grade Writing Rubrics attached
• STAAR standards and question stems
• STAAR standards and question stems
• Academic Vocabulary
• Analogy, Antonym, Audience, Author's Purpose, Clarify, Elaborate, Metaphor, Sensory, Simile, Synonym,
monitor, adjust, summarize, comprehension, fluency, stamina, point of view
• Reading: Figure 19 & On-going TEKS to be integrated
• read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.[1A]
• determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes.[2A]
• use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar
words or multiple meaning words.[2B]
• complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as
boy:_____ ).[2C]
• identify the meaning of common idioms.[2D]
• - read independently for a sustained period of time and paraphrase what the reading was about, maintaining
meaning and logical order (e.g., generate a reading log or journal; participate in book talks). (9)
• establish purposes for reading selected texts based upon own or others. [RCA]
• ask literal, interpretive, and evaluative questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a
portion aloud, generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize information in text, maintaining meaning and logical order.[RCE]
• make connections (e.g., thematic links, author analysis) between literary and informational texts with similar
ideas and provide textual evidence.[RCF]
• Reading Essential Question
• What strategies can I use to help me understand what I am reading?
• How do I use the context of a sentence to help me determine the meaning of unfamiliar words?
• What strategies can I use to help me understand what I am reading?
• What questions can I ask of myself while reading the text to help me better understand what I am reading?
• How can understanding the elements of a fictional story help me explain their influence on future events?
• How can summarizing and retelling a story help me better understand what I read?
• How can understanding a character's traits, motivations, relationships, and changes help me understand what I
read?
• What questions can I ask of myself while reading the text to help me better understand?
• How do we use reading and writing to communicate our learning?
• How can understanding a character's traits, motivations, relationships, and changes help me understand what I
read?
• What strategies can I use to help me monitor and adjust my comprehension?
• How can understanding the elements of a fictional story help me explain their influence on future events?
• How does the author's use of sensory language create imagery?
• How can I use my knowledge and the evidence from the text to create inferences?
• TEKS: Reading
• compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical
literature.[3B]
• summarize and explain the lesson or message of a work of fiction as its theme.[3A]
English Language Arts and Reading, Grade 4
• students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Explain how the structural elements of poetry (rhyme,
meter, stanzas, line breaks) relate to form (lyrical poetry, free verse). 4A
• describe the structural elements particular to dramatic literature.[5A]
• sequence and summarize the plot's main events and explain their influence on future events.[6A]
• describe the interaction of characters including their relationships and the changes they undergo.[6B]
• identify whether the narrator or speaker of a story is first or third person.[6C]
• identify similarities and differences between the events and characters' experiences in a fictional work and the
actual events and experiences described in an author's biography or autobiography.[7A]
• identify the author's use of similes and metaphors to produce imagery.[8A]
• - summarize the main idea and supporting details in text in ways that maintain meaning. (11A)
• Writing Essential Question
• What are the qualities of good writing?
• What are the qualities of a good personal narrative?
• Writing: TEKS on-going all year
• plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and
generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[15A]
• develop drafts by categorizing ideas and organizing them into paragraphs.[15B]
• revise drafts for coherence, organization, use of simple and compound sentences, and audience.[15C]
• write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that
use appropriate conventions (e.g., date, salutation, closing).[18B]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[18C]
• revise final draft in response to feedback from peers and teacher and publish written work for a specific
audience.[15E]
• edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.[15D]
• TEKS: Writing
• write imaginative stories that build the plot to a climax and contain details about the characters and setting.
[16A]
• write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
[16B]
• write about important personal experiences.[17A]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[18C]
• TEKS: Phonics/ Words Study
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
verbs (irregular verbs).[20Ai]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
verbs (irregular verbs).[20Ai]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
nouns (singular/plural, common/proper).[20Aii]
• OWC Essential Question
• How do good writers communicate effectively?
• How do good writers use prepositional phrases and transition words to communicate effectively?
• OWC TEKS taught all year
• use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.[2E]
• write legibly by selecting cursive script or manuscript printing as appropriate.[21A]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[22D]
• TEKS: OWC
English Language Arts and Reading, Grade 4
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
reflexive pronouns (e.g., myself, ourselves).[20Avi]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
correlative conjunctions (e.g., either/or, neither/nor).[20Avii]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
use time order transition words and transitions that indicate a conclusion.[20Aviii]
• use the complete subject and the complete predicate in a sentence.[20B]
• use complete simple and compound sentences with correct subject-verb agreement.[20C]
• use capitalization for historical events and documents.[21Bi]
• use capitalization for titles of books, stories, and essays.[21Bii]
• use capitalization for languages, races, and nationalities.[21Biii]
• recognize and use punctuation marks including commas in compound sentences.[21Ci]
• spell words with more advanced orthographic patterns and rules plural rules (e.g., words ending in f as in leaf,
leaves; adding -es).[22Ai]
• spell words with more advanced orthographic patterns and rules irregular plurals (e.g., man/men, foot/feet,
child/children).[22Aii]
• TEKS: Listening & Speaking (all year)
• listen attentively to speakers, ask relevant questions, and make pertinent comments.[27A]
• follow, restate, and give oral instructions that involve a series of related sequences of action.[27B]
• express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and
enunciation, and the conventions of language to communicate ideas effectively.[28A]
• participate in teacher- and student-led discussions by posing and answering questions with appropriate detail
and by providing suggestions that build upon the ideas of others.[29A]
2nd Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Composition, Conclusion, Drama, Infer, Cause/Effect
• Reading Essential Questions
• Why is it important to understand the characteristics of different types of texts?
• What strategies can I use to help me understand what I am reading?
• What strategies can I use to help me understand what I am reading?
• Why is it important to understand the characteristics of different types of texts?
• How are the events and character's experiences different in a fictional work as compared to a non fiction
biography?
• What strategies can I use to help me understand what I am reading?
• Why is it important to understand the characteristics of different types of texts?
• TEKS: Reading
• explain the difference between a stated and an implied purpose for an expository text.[10A]
• summarize the main idea and supporting details in text in ways that maintain meaning.[11A]
• distinguish fact from opinion in a text and explain how to verify what is a fact.[11B]
• describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or
comparison.[11C]
• use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the
contents of text and to locate information.[11D]
• determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).[13A]
• explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).[13B]
• Writing Essential Questions
• How do good writers write to communicate with others?
• How do good writers write to communicate with others?
English Language Arts and Reading, Grade 4
• How do we use reading and writing to communicate our learning and research?
• TEKS: Writing
• create brief compositions that establish a central idea in a topic sentence.[18Ai]
• create brief compositions that include supporting sentences with simple facts, details, and explanations.[18Aii]
• create brief compositions that contain a concluding statement.[18Aiii]
• OWC Essential Questions
• Why is it important to recognize and use commas in writing and reading?
• Why is it important that writers use correct subject-verb agreement when writing a compound sentence?
• How do spelling patterns, rules, and correct grammar help me be a better reader and writer?
• Why is it important to know what words mean?
• How do spelling patterns, rules, and correct grammar help me be a better
reader and writer?
• monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a
portion aloud, generating questions).[RCC]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[22D]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
prepositions and prepositional phrases to convey location, time, direction, or to provide details.[20Av]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative
forms (e.g., fast, faster, fastest).[20Aiii]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
nouns (singular/plural, common/proper).[20Aii]
• spell words with more advanced orthographic patterns and rules double consonants in middle of words.[22Aiii]
• spell words with more advanced orthographic patterns and rules silent letters (e.g., knee, wring).[22Av]
• spell words with more advanced orthographic patterns and rules other ways to spell sh (e.g., -sion, -tion, -cian).
[22Aiv]
3rd Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Media, Persuade
• Reading Essential Questions
• Why is it important to understand the characteristics of different types of texts?
• How can words, images, graphics and sounds work together to impact meaning?
• What strategies can I use to help me understand what I am reading?
• Why is it important to understand the characteristics of different types of texts?
• How can understanding the elements of a drama help me understand what I read?
• TEKS: Reading
• explain how an author uses language to present information to influence what the reader thinks or does.[12A]
• explain the positive and negative impacts of advertisement techniques used in various genres of media to
impact consumer behavior.[14A]
• explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound
effects).[14B]
• compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in
a web-based news article).[14C]
• Writing Essential Questions
• How do good writers communicate effectively?
• How can I share my thinking about text I have read that shows my understanding of the text?
• TEKS: Writing
• write persuasive essays for appropriate audiences that establish a position and use supporting details.[19A]
English Language Arts and Reading, Grade 4
• OWC Essential Questions
• Why is it important to use and understand the function of different parts of speech?
• How can I use adverbs correctly in my writing to add detail?
• How do spelling patterns, rules, and correct grammar help me be a better
reader and writer?
• Why is it important to know what words mean?
• TEKS: OWC
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).[20Aiv]
• recognize and use punctuation marks including quotation marks.[21Cii]
• spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).[22B]
• spell commonly used homophones (e.g., there, they're, their; two, too, to).[22C]
• Weeks 19-21
• Reading Essential Questions
• TEKS: Reading
• summarize and explain the lesson or message of a work of fiction as its theme.[3A]
• compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical
literature.[3B]
• How do good writers communicate effectively?
• How do good writers communicate effectively?
• establish purposes for reading selected texts based upon own or others. [RCA]
• ask literal, interpretive, and evaluative questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a
portion aloud, generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize information in text, maintaining meaning and logical order.[RCE]
• make connections (e.g., thematic links, author analysis) between literary and informational texts with similar
ideas and provide textual evidence.[RCF]
4th Nine Weeks :: The student is expected to...
• Reading Essential Question
• How do I research a topic? (What is the process?)
• How can I share my thinking about text I have read that shows my understanding of the text?
• TEKS: Research
• generate research topics from personal interests or by brainstorming with others, narrow to one topic, and
formulate open-ended questions about the major research topic.[23A]
• generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the
major research question.[23B]
• follow the research plan to collect information from multiple sources of information both oral and written,
including student-initiated surveys, on-site inspections, and interviews.[24Ai]
• follow the research plan to collect information from multiple sources of information both oral and written,
including data from experts, reference texts, and online searches.[24Aii]
• follow the research plan to collect information from multiple sources of information both oral and written,
including visual sources of information (e.g., maps, timelines, graphs) where appropriate.[24Aiii]
• use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics).[24B]
• take simple notes and sort evidence into provided categories or an organizer.[24C]
• identify the author, title, publisher, and publication year of sources.[24D]
• differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable
sources.[24E]
English Language Arts and Reading, Grade 4
• improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local
experts on the topic).[25A]
• draw conclusions through a brief written explanation and create a works-cited page from notes, including the
author, title, publisher, and publication year for each source used.[26A]
Technology Applications, Grades 3-5, Beginning with School Year 2012-2013 Imported
Standards :: The student is expected to...
• create original products using a variety of resources.[1A]
• analyze trends and forecast possibilities, developing steps for the creation of an innovative process or product.
[1B]
• use virtual environments to explore systems and issues.[1C]
• draft, edit, and publish products in different media individually and collaboratively.[2A]
• use font attributes, color, white space, and graphics to ensure that products are appropriate for multiple
communication media, including monitor display, web, and print.[2B]
• collaborate effectively through personal learning communities and social environments.[2C]
• select and use appropriate collaboration tools.[2D]
• evaluate the product for relevance to the assignment or task.[2E]
• perform basic software application functions, including opening applications and creating, modifying, printing,
and saving files.[2F]
• use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies
appropriate to specific search engines.[3A]
• collect and organize information from a variety of formats, including text, audio, video, and graphics.[3B]
• validate and evaluate the relevance and appropriateness of information.[3C]
• acquire information appropriate to specific tasks.[3D]
• identify information regarding a problem and explain the steps toward the solution.[4A]
• collect, analyze, and represent data to solve problems using tools such as word processing, databases,
spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages.[4B]
• evaluate student-created products through self and peer review for relevance to the assignment or task.[4C]
• evaluate technology tools applicable for solving problems.[4D]
• adhere to acceptable use policies reflecting positive social behavior in the digital environment.[5A]
• respect the intellectual property of others.[5B]
• abide by copyright law and the Fair Use Guidelines for Educational Multimedia.[5C]
• protect and honor the individual privacy of oneself and others.[5D]
• follow the rules of digital etiquette.[5E]
• practice safe, legal, and responsible use of information and technology.[5F]
• comply with fair use guidelines and digital safety rules.[5G]
• demonstrate an understanding of technology concepts, including terminology for the use of operating systems,
network systems, virtual systems, and learning systems appropriate for Grades 3-5 learning.[6A]
• manipulate files using appropriate naming conventions; file management, including folder structures and
tagging; and file conversions.[6B]
• navigate systems and applications accessing peripherals both locally and remotely.[6C]
• troubleshoot minor technical problems with hardware and software using available resources such as online
help and knowledge bases.[6D]
• use proper touch keyboarding techniques and ergonomic strategies such as correct hand and body positions
and smooth and rhythmic keystrokes.[6E]
English Language Arts and Reading, Grade 4, 2009-2010 Imported Standards :: The student
is expected to...
• Reading/Fluency. Students read grade-level text with fluency and comprehension.[1]
• read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.[1A]
English Language Arts and Reading, Grade 4
• Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[2]
• determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes.[2A]
• use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar
words or multiple meaning words.[2B]
• complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as
boy:_____ ).[2C]
• identify the meaning of common idioms.[2D]
• use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.[2E]
• Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their unde[3]
• summarize and explain the lesson or message of a work of fiction as its theme.[3A]
• compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical
literature.[3B]
• Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions
about the structure and elements of poetry and provide evidence from text to support their understanding.[4]
• explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g.,
lyrical poetry, free verse).[4A]
• Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions
about the structure and elements of drama and provide evidence from text to support their understanding.[5]
• describe the structural elements particular to dramatic literature.[5A]
• Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions
about the structure and elements of fiction and provide evidence from text to support their understanding.[6]
• sequence and summarize the plot's main events and explain their influence on future events.[6A]
• describe the interaction of characters including their relationships and the changes they undergo.[6B]
• identify whether the narrator or speaker of a story is first or third person.[6C]
• Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text
to support their understandi[7]
• identify similarities and differences between the events and characters' experiences in a fictional work and the
actual events and experiences described in an author's biography or autobiography.[7A]
• Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates imagery in literary text and provide evidence from
text to support their understanding.[8]
• identify the author's use of similes and metaphors to produce imagery.[8A]
• Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of
time and produce evidence of their reading.[9]
• read independently for a sustained period of time and paraphrase what the reading was about, maintaining
meaning and logical order (e.g., generate a reading log or journal; participate in book talks).[9A]
• Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their [10]
• explain the difference between a stated and an implied purpose for an expository text.[10A]
• Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw
conclusions about expository text and provide evidence from text to support their understanding.[11]
• summarize the main idea and supporting details in text in ways that maintain meaning.[11A]
• distinguish fact from opinion in a text and explain how to verify what is a fact.[11B]
• describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or
comparison.[11C]
• use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the
contents of text and to locate information.[11D]
English Language Arts and Reading, Grade 4
• Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.[12]
• explain how an author uses language to present information to influence what the reader thinks or does.[12A]
• Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents.[13]
• determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).[13A]
• explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).[13B]
• Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and
sounds work together in various forms to impact meaning. Students continue to apply earlier standards with
greater depth in increasingly more comple[14]
• explain the positive and negative impacts of advertisement techniques used in various genres of media to
impact consumer behavior.[14A]
• explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound
effects).[14B]
• compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in
a web-based news article).[14C]
• Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text.[15]
• plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and
generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).[15A]
• develop drafts by categorizing ideas and organizing them into paragraphs.[15B]
• revise drafts for coherence, organization, use of simple and compound sentences, and audience.[15C]
• edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.[15D]
• revise final draft in response to feedback from peers and teacher and publish written work for a specific
audience.[15E]
• Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined
people, events, and ideas.[16]
• write imaginative stories that build the plot to a climax and contain details about the characters and setting.[16A]
• write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
[16B]
• Writing. Students write about their own experiences.[17]
• write about important personal experiences.[17A]
• Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purposes.[18]
• create brief compositions that[18A]
• create brief compositions that establish a central idea in a topic sentence.[18Ai]
• create brief compositions that include supporting sentences with simple facts, details, and explanations.[18Aii]
• create brief compositions that contain a concluding statement.[18Aiii]
• write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that
use appropriate conventions (e.g., date, salutation, closing).[18B]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[18C]
• Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific
audience on specific issues.[19]
• write persuasive essays for appropriate audiences that establish a position and use supporting details.[19A]
• Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of
academic language when speaking and writing. Students continue to apply earlier standards with greater
complexity.[20]
• use and understand the function of the following parts of speech in the context of reading, writing, and
speaking[20A]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
verbs (irregular verbs).[20Ai]
English Language Arts and Reading, Grade 4
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
nouns (singular/plural, common/proper).[20Aii]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative
forms (e.g., fast, faster, fastest).[20Aiii]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).[20Aiv]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
prepositions and prepositional phrases to convey location, time, direction, or to provide details.[20Av]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
reflexive pronouns (e.g., myself, ourselves).[20Avi]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
correlative conjunctions (e.g., either/or, neither/nor).[20Avii]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
use time order transition words and transitions that indicate a conclusion.[20Aviii]
• use the complete subject and the complete predicate in a sentence.[20B]
• use complete simple and compound sentences with correct subject-verb agreement.[20C]
• Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization and punctuation conventions in their compositions.[21]
• write legibly by selecting cursive script or manuscript printing as appropriate.[21A]
• use capitalization for[21B]
• use capitalization for historical events and documents.[21Bi]
• use capitalization for titles of books, stories, and essays.[21Bii]
• use capitalization for languages, races, and nationalities.[21Biii]
• recognize and use punctuation marks including[21C]
• recognize and use punctuation marks including commas in compound sentences.[21Ci]
• recognize and use punctuation marks including quotation marks.[21Cii]
• Oral and Written Conventions/Spelling. Students spell correctly.[22]
• spell words with more advanced orthographic patterns and rules plural rules[22A]
• spell words with more advanced orthographic patterns and rules plural rules (e.g., words ending in f as in leaf,
leaves; adding -es).[22Ai]
• spell words with more advanced orthographic patterns and rules irregular plurals (e.g., man/men, foot/feet,
child/children).[22Aii]
• spell words with more advanced orthographic patterns and rules double consonants in middle of words.[22Aiii]
• spell words with more advanced orthographic patterns and rules other ways to spell sh (e.g., -sion, -tion, -cian).
[22Aiv]
• spell words with more advanced orthographic patterns and rules silent letters (e.g., knee, wring).[22Av]
• spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).[22B]
• spell commonly used homophones (e.g., there, they're, their; two, too, to).[22C]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[22D]
• Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
[23]
• generate research topics from personal interests or by brainstorming with others, narrow to one topic, and
formulate open-ended questions about the major research topic.[23A]
• generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the
major research question.[23B]
• Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources
addressing a research question and systematically record the information they gather.[24]
• follow the research plan to collect information from multiple sources of information both oral and written,
including[24A]
English Language Arts and Reading, Grade 4
• follow the research plan to collect information from multiple sources of information both oral and written,
including student-initiated surveys, on-site inspections, and interviews.[24Ai]
• follow the research plan to collect information from multiple sources of information both oral and written,
including data from experts, reference texts, and online searches.[24Aii]
• follow the research plan to collect information from multiple sources of information both oral and written,
including visual sources of information (e.g., maps, timelines, graphs) where appropriate.[24Aiii]
• use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics).[24B]
• take simple notes and sort evidence into provided categories or an organizer.[24C]
• identify the author, title, publisher, and publication year of sources.[24D]
• differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable
sources.[24E]
• Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected
information.[25]
• improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local
experts on the topic).[25A]
• Research/Organizing and Presenting Ideas. Students organize and present their ideas and information
according to the purpose of the research and their audience.[26]
• draw conclusions through a brief written explanation and create a works-cited page from notes, including the
author, title, publisher, and publication year for each source used.[26A]
• Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and
informal settings. Students continue to apply earlier standards with greater complexity.[27]
• listen attentively to speakers, ask relevant questions, and make pertinent comments.[27A]
• follow, restate, and give oral instructions that involve a series of related sequences of action.[27B]
• Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language.
Students continue to apply earlier standards with greater complexity.[28]
• express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and
enunciation, and the conventions of language to communicate ideas effectively.[28A]
• Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply
earlier standards with greater complexity.[29]
• participate in teacher- and student-led discussions by posing and answering questions with appropriate detail
and by providing suggestions that build upon the ideas of others.[29A]
• establish purposes for reading selected texts based upon own or others` desired outcome to enhance
comprehension.[F19A]
• ask literal, interpretive, and evaluative questions of text.[F19B]
• monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a
portion aloud, generating questions).[F19C]
• make inferences about text and use textual evidence to support understanding.[F19D]
• summarize information in text, maintaining meaning and logical order.[F19E]
• make connections (e.g., thematic links, author analysis) between literary and informational texts with similar
ideas and provide textual evidence.[F19F]
English Language Proficiency Standards :: The student is expected to...
• Learning Strategies
• use prior knowledge and experiences to understand meanings in English (Use what they know about _____ to
predict the meaning of _____).[1A]
• monitor oral and written language production and employ self-corrective techniques or other resources (Check
how well they are able to say.... ).[1B]
• use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary (Use _____ to learn new vocabulary about... ).[1C]
• speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms
and circumlocution (conveying ideas by defining or describing when exact English words are not known) (Use
strategies such as _____ to discuss...).[1D]
English Language Arts and Reading, Grade 4
• internalize new basic and academic language by using and reusing it in meaningful ways in speaking and
writing activities that build concept and language attainment (Use and reuse the words/phrases _____ in a
discussion/writing activity about.... ).[1E]
• use accessible language and learn new and essential language in the process (Use the phrase _____ to learn
the meaning of... ).[1F]
• demonstrate an increasing ability to distinguish between formal and informal English and an increasing
knowledge of when to use each one commensurate with grade-level learning expectations (Use formal/informal
English to describe... ).[1G]
• develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for
patterns in language, and analyzing sayings and expressions commensurate with grade-level learning
expectations (Use strategies such as _____ to learn the meaning of... ).[1H]
• Listening
• distinguish sounds and intonation patterns of English with increasing ease (Recognize correct pronunciation
of... ).[2A]
• recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters (Recognize sounds used in the words... ).[2B]
• learn new language structures, expressions, and basic and academic vocabulary heard during classroom
instruction and interactions (Identify words and phrases heard in a discussion about... ).[2C]
• monitor understanding of spoken language during classroom instruction and interactions and seek clarification
as needed (Check for understanding by... /Seek help by... ).[2D]
• use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and
elaborated spoken language (Use ___ (media source) to learn/review... ).[2E]
• listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and
reinforce concept and language attainment.[2F]
• understand the general meaning, main points, and important details of spoken language ranging from situations
in which topics, language, and contexts are familiar to unfamiliar (Describe general meaning, main points, and
details heard in... ).[2G]
• understand implicit ideas and information in increasingly complex spoken language commensurate with
grade-level learning expectations (Identify implicit ideas and information heard in... ).[2H]
• demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs (Demonstrate listening comprehension by... ).[2I]
• Speaking
• practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and
consonant clusters to pronounce English words in a manner that is increasingly comprehensible (Pronounce the
words _____ correctly).[3A]
• expand and internalize initial English vocabulary by learning and using high-frequency English words necessary
for identifying and describing people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine language needed for classroom
communication (Use new vocabulary about _____ in stories, pictures, descriptions, and/or classroom
communication...).[3B]
• speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with
increasing accuracy and ease as more English is acquired (Speak using a variety of types of sentence stems
about...).[3C]
• speak using grade-level content area vocabulary in context to internalize new English words and build academic
language proficiency (Speak using the words ___ about...).[3D]
• share information in cooperative learning interactions (Share in cooperative groups about...).[3E]
• ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete
vocabulary, including key words and expressions needed for basic communication in academic and social
contexts, to using abstract and content-based vocabulary during extended speaking assignments (Ask and give
information using the words...).[3F]
• express opinions, ideas, and feelings ranging from communicating single words and short phrases to
participating in extended discussions on a variety of social and grade-appropriate academic topics (Express
opinions, ideas, and feelings about _____ using the words/phrases...).[3G]
• narrate, describe, and explain with increasing specificity and detail as more English is acquired (Narrate,
describe, and explain...).[3H]
English Language Arts and Reading, Grade 4
• adapt spoken language appropriately for formal and informal purposes (Use formal/informal English to say...).
[3I]
• respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and
reinforce concept and language attainment (Respond orally to information from a variety of media sources
about...).[3J]
• Reading
• learn relationships between sounds and letters of the English language and decode (sound out) words using a
combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and
base words (Identify relationships between sounds and letters by...).[4A]
• recognize directionality of English reading such as left to right and top to bottom (Recognize directionality of
English text.).[4B]
• develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and
language structures used routinely in written classroom materials (Recognize the words/phrases...).[4C]
• use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and
other prereading activities to enhance comprehension of written text (Use prereading supports such as _____ to
understand..).[4D]
• read linguistically accommodated content area material with a decreasing need for linguistic accommodations
as more English is learned (Read materials about _____ with support of simplified text/visuals/word banks as
needed).[4E]
• use visual and contextual support and support from peers and teachers to read grade-appropriate content area
text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language (Use visual and contextual supports to
read...).[4F]
• demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
summarizing material, responding to questions, and taking notes commensurate with content area and grade
level needs (Show comprehension of English text about...).[4G]
• read silently with increasing ease and comprehension for longer periods. (Demonstrate comprehension of text
read silently by...)[4H]
• demonstrate English comprehension and expand reading skills by employing basic reading skills such as
demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and
distinguishing main ideas from details commensurate with content area needs (Show comprehension of text
about _____ through basic reading skills such as...).[4I]
• demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting,
making connections between ideas, drawing inferences and conclusions from text and graphic sources, and
finding supporting text evidence commensurate with content area needs (Show comprehension of text/graphic
sources about _____ through inferential skills such as...).[4J]
• demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating
written information and performing critical analyses commensurate with content area and grade-level needs
(Show comprehension of text about _____ through analytical skills such as...).[4K]
• Writing
• learn relationships between sounds and letters of the English language to represent sounds when writing in
English.(Learn relationships between sounds and letters when writing about...)[5A]
• write using newly acquired basic vocabulary and content-based grade-level vocabulary (Write using newly
acquired vocabulary about...).[5B]
• spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with
increasing accuracy as more English is acquired (Spell English words such as...).[5C]
• edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and
appropriate verb tenses commensurate with grade-level expectations as more English is acquired (Edit writing
about...).[5D]
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using correct verbs, tenses, and pronouns/antecedents (Use simple and complex
sentences to write about...).[5Ei]
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using possessive case (apostrophe s) correctly (Use simple and complex sentences to
write about...).[5Eii]
English Language Arts and Reading, Grade 4
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using negatives and contractions correctly (Use simple and complex sentences to write
about...).[5Eiii]
• write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (Write using a variety
of sentence frames and selected vocabulary about...).[5F]
• narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more
English is acquired (Narrate, describe, and explain in writing about...).[5G]
Social Studies & ELA Integrated Project Based Learning :: The student is expected to...
• The Social Studies and ELA integrated projects provide students an opportunity to make connections between
subjects through project based learning and technology integration.