ELA-04 Standards

4th Grade (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Sub-Standards

• (a.) multisyllabic word construction and division that includes:
  • (open syllables
  • (closed syllables
  • (complex closed syllables
  • (long vowel: VCe
  • (vowel-r syllables
  • (vowel team syllables
  • (consonant -le syllables
  • (syllable division principles (VC/CV, V/CV, etc.)
• (b.) inflectional endings
• (c.) Latin and Greek roots

Progressions

• ELA-00.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-01.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-02.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-03.F.08   Decode words with phoneme-grapheme correspondences:* 
• ELA-04.F.08   Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 
• ELA-05.F.08   Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 

4th Grade (ELA) Targeted Standard     (F) Foundations of Literacy  (PWS) Phonics and Word Study Learners will decode, encode, and connect meaning to word parts and words.

Proficiency Scale

Sub-Standards

• (a.) multisyllabic word construction and division that includes:
  • open syllables
  • closed syllables
  • complex closed syllables
  • long vowel: VCe
  • vowel-r syllables
  • vowel team syllables
  • consonant -le syllables
  • syllable division principles (VC/CV, V/CV, etc.)
• (b.) common Latin roots
• (c.) inflectional and derivational endings
• (d.) schwa

Progressions

• ELA-00.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-01.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-02.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-03.F.09   Encode words with phoneme-grapheme correspondences:* 
• ELA-04.F.09   Encode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 
• ELA-05.F.09   Encode words using the combined knowledge of syllabication patterns and morphology in context and out of context:* 

4th Grade (ELA) Targeted Standard     (F) Foundations of Literacy  (F) Fluency Learners will read with sufficient accuracy, rate, and expression to support comprehension.

Proficiency Scale

Progressions

• ELA-00.F.12   Demonstrate fluency through the application of phonemic and phonological skills.* 
• ELA-01.F.12   Read accurately and automatically.* 
• ELA-02.F.12   Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.* 
• ELA-03.F.12   Read accurately and automatically a variety of third-grade texts with expression, phrasing, purpose, and understanding.* 
• ELA-04.F.12   Read accurately and automatically a variety of fourth-grade texts using expression, phrasing, purpose, and understanding.* 
• ELA-05.F.12   Read accurately and automatically a variety of fifth-grade texts with expression, phrasing, purpose, and understanding.*

4th Grade (ELA) Targeted Standard     (F) Foundations of Literacy  (FW) Foundations of Writing Learners will write complete sentences and paragraphs.

Proficiency Scale

Progressions

• ELA-00.F.14   Write a simple sentence using subject and predicate, with capital letters, punctuation, and appropriate word spacing. 
• ELA-01.F.14   Write simple sentences using subject and predicate, with capital letters, punctuation, and appropriate word spacing. 
• ELA-02.F.14   Write a paragraph including multiple complete sentences on a topic. * 
• ELA-03.F.14   Write an organized paragraph with a topic sentence, supporting sentences, and a conclusion. 
• ELA-04.F.14   Write an organized paragraph that includes a topic sentence, multiple supporting sentences, and a concluding sentence.* 
• ELA-05.F.14   Write multiple organized paragraphs that include a topic sentence, multiple supporting sentences, and a concluding sentence.*

4th Grade (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-02.R.01    Comprehend information during and after listening to a grade-level text.*
• ELA-03.R.01    Comprehend information during and after listening to a grade-level text.*
• ELA-04.R.01    Comprehend information during and after listening to a grade-level text.*
• ELA-05.R.01    Comprehend information during and after listening to a grade-level text.*

4th Grade (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.02    Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• ELA-01.R.02    Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
• ELA-02.R.02    Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict, or infer.*
• ELA-03.R.02    Ask and answer questions about key details before, during, and after reading a variety of genres, literary, and informational texts using text evidence to compare, contrast, predict, and infer.*
• ELA-04.R.02    Make inferences while reading a variety of genres, literary, and informational texts; providing text evidence.*
• ELA-05.R.02    Make inferences drawn from the text during and after reading a variety of genres, literary, and informational texts.*
• ELA-06.R.02    Comprehend a variety of texts while developing inferences and providing supportive textual evidence.
• ELA-07.R.02    Comprehend a variety of texts while developing inferences and providing supportive textual evidence and reasoning.
• ELA-08.R.02    Comprehend a variety of texts while developing inferences and providing relevant textual evidence and reasoning.
• ELA-09.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-10.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-11.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.
• ELA-12.R.02    Comprehend a variety of texts with multiple levels of complexity while developing inferences and providing relevant textual evidence and reasoning.

4th Grade (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.03a    Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.*
• ELA-01.R.03a    Identify the topic of an informational text, photograph, or illustration during or after a shared reading or other text-listening experiences.*
• ELA-02.R.03a    Identify the main idea with supporting details during or after reading an informational text or passage.*
• ELA-03.R.03a    Summarize the main idea(s) with supporting details during or after reading an informational text or passage.*
• ELA-04.R.03a    Summarize an informational text or passage, stating the main idea(s) and providing supporting details.*
• ELA-05.R.03a    Summarize an informational text or passage, stating the main idea(s) and providing supporting details.*
• ELA-06.R.03a    Summarize nonfiction texts objectively, including relevant details.
• ELA-07.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant details and avoiding unnecessary information.
• ELA-08.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant details and avoiding unnecessary information.
• ELA-09.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-10.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-11.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.
• ELA-12.R.03a    Summarize and/or paraphrase nonfiction texts objectively, including relevant information.

4th Grade (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.03b    Tell about characters and setting in a literary text during or after a shared reading or other text-listening experience.*
• ELA-01.R.03b    Identify characters, setting, and plot in a literary text during or after a shared reading or other text-listening experience.*
• ELA-02.R.03b    Retell the plot to include the beginning, middle, and end of a literary text after reading.*
• ELA-03.R.03b    Summarize the story by including major story elements after reading a literary text or passage.*
• ELA-04.R.03b    Summarize the story by including major story elements after reading a literary text or passage.*
• ELA-05.R.03b    Summarize a story by including major story elements after reading a literary text.*
• ELA-06.R.03b    Summarize literary texts objectively, including relevant details.
• ELA-07.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant details and avoiding unnecessary information.
• ELA-08.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant details and avoiding unnecessary information.
• ELA-09.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant information.
• ELA-10.R.03b    Summarize and/or paraphrase literary texts objectively, including relevant information.
• ELA-11.R.03b    Summarize and paraphrase literary texts objectively, including relevant information.
• ELA-12.R.03b    Summarize and paraphrase literary texts objectively, including relevant information.

4th Grade (ELA) Targeted Standard     (R) Reading  (C) Comprehension Learners will read to understand a variety of complex literary and informational texts.

Proficiency Scale

Progressions

• ELA-00.R.05    Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.*
• ELA-01.R.05    Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.*
• ELA-02.R.05    Determine the meaning of unknown words and phrases through a variety of text experiences.*
• ELA-03.R.05    Determine the meaning of unknown and multi-meaning words within a text.*
• ELA-04.R.05    Determine the meaning of unknown and multiple-meaning words and phrases within a text.*
• ELA-05.R.05    Determine the meaning of unknown and multiple-meaning words and phrases within a text.*
• ELA-06.R.05    Determine the meaning of words and phrases as they are used in the text, including figurative, denotative, and connotative meanings.
• ELA-07.R.05    Determine the meaning and purpose of words and phrases as they contribute to the text, including figurative, denotative, and connotative meanings.
• ELA-08.R.05    Determine the meaning and purpose of words and phrases as they contribute to the text, including figurative, denotative, and connotative meanings.
• ELA-09.R.05    Determine the meaning and purpose of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-10.R.05    Determine the meaning and purpose of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-11.R.05    Determine the meaning, purpose, and impact of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.
• ELA-12.R.05    Determine the meaning, purpose, and impact of words and phrases as they are used in the text, including academic vocabulary, figurative, ambiguous, and connotative meanings.

4th Grade (ELA) Targeted Standard     (R) Reading  (TA) Text Analysis Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

Proficiency Scale

Progressions

• ELA-03.R.09 Determine the most important points and key details presented in two nonfiction texts on the same topic. 
• ELA-04.R.09 Integrate information from two texts on the same topic.* 
• ELA-05.R.09 Integrate information from several texts or media on the same informational topics. 
• ELA-06.R.09 Analyze a variety of nonfiction texts using textual evidence for support. 
• ELA-07.R.09 Analyze a variety of nonfiction texts using textual evidence for support. 
• ELA-08.R.09 Analyze a variety of nonfiction texts using textual evidence for support. 
• ELA-09.R.09 Analyze the development and interaction of informational and argumentative elements over the course of a nonfiction text and how they impact purpose using textual evidence to support the analysis. 
• ELA-10.R.09 Analyze the development and interaction of informational and argumentative elements over the course of a nonfiction text and how they impact purpose using textual evidence to support the analysis. 
• ELA-11.R.09 Analyze the development and interaction of informational and argumentative elements over the course of a nonfiction text and how they impact purpose using strong and thorough textual evidence to support the analysis. 
• ELA-12.R.09 Analyze the development and interaction of informational and argumentative elements over the course of a nonfiction text and how they impact purpose using strong and thorough textual evidence to support the analysis.

4th Grade (ELA) Targeted Standard     (Wr) Writing  (LU) Language Usage Learners will integrate appropriate language and style to ensure effective readability in writing.

Proficiency Scale

Sub-Standards

• (a.) Capitalize proper nouns, proper adjectives, and the first letter of a quotation.
• (b.) Use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.
• (c.) Use commas to separate individual words in a series and to indicate dialogue.
• (d.) Use quotation marks to indicate dialogue.

Progressions

• ELA-00.wL.01    Compose a simple sentence.*
• ELA-01.wL.01    Compose simple sentences.*
• ELA-02.wL.01    Compose simple and compound sentences.*
• ELA-03.wL.01    Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences.*
• ELA-04.wL.01    Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences.*
• ELA-05.wL.01    Compose simple, compound, and complex sentences.*
• ELA-06.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-07.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-08.wL.01    Apply language knowledge for specific tasks, purposes, intentions, and audience, resolving usage issues as needed.
• ELA-09.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-10.wL.01    Apply language knowledge for a specific task, purpose, intention, and audience, resolving issues of usage as needed.
• ELA-11.wL.01    Apply language knowledge for a specific task, purpose, and audience, resolving issues of usage as needed.
• ELA-12.wL.01    Apply language knowledge for a specific task, purpose, and audience, resolving issues of usage as needed.

4th Grade (ELA) Targeted Standard     (Wr) Writing  (LU) Language Usage Learners will integrate appropriate language and style to ensure effective readability in writing.

Proficiency Scale

Sub-Standards

• (a.) irregular possessive nouns (e.g., children's)
• (b.) irregular and past participle verbs and verb tense to identify settings, times, and sequences
• (c.) subject and verb agreement
• (d.) comparative and superlative adjectives
• (e.) prepositional phrases
• (f.) possessive pronouns, and the nouns they replace (i.e., antecedents)
• (g.) adverbs of frequency (e.g., always, often, never)

Progressions

• ELA-00.wL.02    Identify parts of speech in sentences orally, with illustrations, or in writing:*
• ELA-01.wL.02    Recognize and use parts of speech in sentences:*
• ELA-02.wL.02    Recognize and use parts of speech in sentences:*
• ELA-03.wL.02    Recognize and use parts of speech in sentences:*
• ELA-04.wL.02    Recognize and use parts of speech in sentences:*
• ELA-05.wL.02    Recognize and use previous grade levels' parts of speech in simple, compound, and complex sentences.*

4th Grade (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-00.Wr.01    Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-01.Wr.01    Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-02.Wr.01    Produce writing appropriate to the task, purpose, or audience.*
• ELA-03.Wr.01    Produce writing that is organized appropriately to the task, purpose, or audience.*
• ELA-04.Wr.01    Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-05.Wr.01    Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.*
• ELA-06.Wr.01    Produce clear writing organized according to the task, purpose, and audience.
• ELA-07.Wr.01    Produce clear and coherent writing organized according to the task, purpose, and audience.
• ELA-08.Wr.01    Produce clear and coherent writing organized logically according to the task, purpose, and audience.
• ELA-09.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-10.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-11.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.
• ELA-12.Wr.01    Write clearly and coherently with appropriate content, format, and style to accomplish a specific purpose for a target audience.

4th Grade (ELA) Targeted Standard     (Wr) Writing  (TTS) Text Types and Structure Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

Proficiency Scale

Progressions

• ELA-02.Wr.02    Write using an organizational structure that introduces a topic, includes supporting sentences, and provides a sense of closure.*
• ELA-03.Wr.02    Write using an organizational structure incorporating a topic sentence, body, and a concluding statement appropriate to the task.*
• ELA-04.Wr.02    Write using an organizational structure incorporating an introductory paragraph, a body, and a concluding section appropriate to the task.*
• ELA-05.Wr.02    Write using an organizational structure incorporating an introductory paragraph, multiple paragraphs (body), and a concluding section appropriate to the task.*
• ELA-06.Wr.02    Write using a clear organizational structure incorporating an introduction, transitions, body paragraph(s), and a conclusion appropriate to the task.
• ELA-07.Wr.02    Write using a clear organizational structure incorporating an introduction, transitions, body paragraph(s), and a conclusion appropriate to the task.
• ELA-08.Wr.02    Write using a clear organizational structure incorporating an introduction, transitions, body paragraph(s), and a conclusion appropriate to the task.
• ELA-09.Wr.02    Create a logical organizational structure with: relevant introduction, and transitional words or phrases to connect the major sections, paragraphs, and sentences, and an appropriate conclusion.
• ELA-10.Wr.02    Create a logical organizational structure with: relevant introduction, and transitional words or phrases to connect the major sections, paragraphs, and sentences, and an appropriate conclusion.
• ELA-11.Wr.02    Create a logical organizational structure with a relevant introduction, and transitional words or phrases to connect the major sections, paragraphs, plus sentences creating a unified whole, and an appropriate and thoughtful conclusion.
• ELA-12.Wr.02    Create a logical organizational structure with a relevant introduction, and transitional words or phrases to connect the major sections, paragraphs, plus sentences creating a unified whole, and an appropriate and thoughtful conclusion.