4th Grade (ELA) Targeted Standard (L) Strand: Language Cluster: Conventions of Standard English
ELA-04.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Sub-Standards:
Introduce:
a. Rearrange complete simple and compound sentences of a variety of lengths.
b. Ensure pronoun-antecedent agreement.
c. Explain and use linking verbs.
d. Use verb tense to convey various times and sequences.
e. Use relative pronouns (who, whose, whom, which, that).
f. Use relative adverbs (where, when, why).
g. Use correlative conjunctions (e.g., either/or, neither/nor).
h. Use coordinating and subordinating conjunctions.
i. Explain the function of coordinating conjunctions.
Practice:
j. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
k. Produce complex and compound-complex sentences.
l. Use possessive nouns.
m. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
n. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses.
o. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions.
p. Resolve issues of complex of contested usage, consulting reliable references as needed.
Display proficiency in:
q. Ensure subject verb-agreement.
r. Produce compound sentences.
s. Use regular plural nouns orally by adding /s/ or /es/.
t. Form and use regular and irregular plural nouns.
u. Use abstract nouns (e.g., childhood).
v. Form and use regular and irregular verbs.
w. Form and use comparative and superlative adjectives and choose between them depending on what is to be modified.
x. Explain the function of an adjective.
y. Form and use comparative and superlative adverbs and choose between them depending on what is to be modified.
z. Form and use prepositional phrases.
Student Learning Targets:
Knowledge Targets
I can
Reasoning Targets
I can
Skills (Performance) Targets
I can
Proficiency Scale
The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple
3 Proficient
“The Standard.” ... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
