4th Grade English


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ELA-04.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives.  Fourth grade students gain control over proper use of pronouns, adjectives, adverbs, and other parts of speech, produce simple, compound, and complex sentences, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Developing successful, life-long readers is our ultimate goal.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • When coming across unknown words, encourage your child to use diagramslabels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to "bump up" the vocabulary words they use in their writing.  Help them by finding synonyms for simple words (using enormous instead of the word big)

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-04.L.01

Under Development

ELA-04 Targeted Standards
(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.

a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 

b.  Form and use the progressive (I was walking, I am walking, I will be walking) verb tenses

c.  Use modal auxilaries (can, may, must) to convey various conditions

d. Order adjectives within sentences according to conventional patterns

e.  Form and use prepositional phrases

f.  Produce complete sentences, recognizing and correcting inappropriate fragments and run-on's

g.  Correctly use frequently confused words (to, too, two, there, their)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-04.L.02

Earth Space Science Logo4th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-04.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, anid spelling when writing.

a. Use correct capitalization
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.


Student Learning Targets:

Knowledge Targets

  • I can identify punctuation marks
  • I can identify words that need to be capitalized

Reasoning Targets

  • I can determine when to capitalize words.

Skills (Performance) Targets

  • I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around direct speech 
  • I can use quotation marks to indicate words I have directly taken from text 
  • I can identify misspelled words and use resources to assist me in spelling correctly 
  • I can spell high-frequency words correctly

Proficiency Scale

The Student ...
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).
  • Makes many errors in capitalization, punctuation and spelling The errors are noticeable and greatly interrupt the flow.
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).
  • Makes a few errors in capitalization, punctuation and grade appropriate spelling The errors in the writing are noticeable and interrupt the flow.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Makes no errors in grade appropriate capitalization, punctuation or spelling The paper is easy to read Certain writing projects (opinion, informational or narrative) will be edited for conventions and published for others to read.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Makes no errors in capitalization, punctuation or spelling The writing piece is exceptionally easy to read The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4. 

Resources

Vocabulary

  • Capitalization
  • Punctuation
  • Quotation Marks
  • High-Frequency Words

ELA-04.L.03

Under Development

ELA-04 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

ELA-04.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.  Choose words and phrases to convey ideas precisely

b.  Choose punctuation for effect.

c.  Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g small group discussions).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-04.L.04

Under Development

ELA-04 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-04.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a.  Use context as a clue to the meaning of a word or phrase.

b.  Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g telegraph, photograph, authograph).

c.  Consult reference materials (e.g dictionaries, glossaries and thesauruses) both in print and digital to find the pronunciation and determine or clrify the precise meaning of key words and phrases.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-04.L.05

Under Development

ELA-04 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-04.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.  Explain the meaning of simple similies and metaphors (e.g. pretty as a picture) in context.

b.  Recognize and explain the meaning of common idioms, adages, and proverbs.

c.  Demonstrate understanding of words by relating them to their opposites (antomyms) and to words with similar but not identical meanings (synonyms).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-04.L.06

Under Development

ELA-04 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-04.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-04.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for the Reading Foundations Strand:

The foundational skill standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.  

Phonics:  In fourth grade students continue to use strategies that enable them to decode multi-syllable words both in and out of context while reading.

Fluency:  Fluency is defined as being able to read orally with a reasonable rate of speed, with a high degree of accuracy, and with the proper expression (prosody). Fluency is one of several critical factors necessary for reading comprehension. 

Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal. 

How to help my child at home with the Foundational Skill Standards:

  • Encourage your child to read many types of books.  Your child may also build fluency by reading the words to songs, poems, or speeches.
  • By reading with your child each night you are helping build his or her fluency! In fact, reading the same passages (and even their own writing) repeatedly gives your child an opportunity to listen, practice, and improve fluency.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-04.RF.03

 

ELA-04 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

ELA-04.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 

Student Learning Targets:

Reasoning Targets

  • I can analyze the structure of words by finding compund words, roots, prefixes, suffixes and syllables.

Skills (Performance) Targets

  • I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

 

(Rubric) Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to read and spell words as well as use word parts to understand the meaning of words with Greek and Latin roots and prefixes and suffixes when reading text in the middle fluent reading stage.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to read and spell words with prefixes and suffixes and use the word parts to determine how to decode, spell and understand the meaning of words in text at the early fluent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to read and spell multi-syllabic words with common prefixes and suffixes, inflected endings and words with long vowel patterns at the end of the transitional reading stage.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Students are able to read and spell one and two-syllable words with beginning and ending blends and complex vowel patterns in text at the middle transitional reading stage.

  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Prefix
  • Suffix
  • Root
  • Syllable

 


ELA-04.RF.04

 

ELA-04 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-04.RF.04 Read with sufficient accuracy and fluency to support comprehension.

a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I read does not make sense within the text.

Skills (Performance) Targets

  • I can read grade-level text fluency and show comprehension through voice, timing and expression
  • I can read fluently (with ease, sounding smooth and automatic)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student reads text at the middle fluent reading stage with appropriate rate, accuracy and expression using expression, pausing for punctuation guided by the author's meaning.

  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student reads text at the early fluent reading stage with appropriate rate, accuracy and expression where the reading sounds like conversation, using longer meaningful phrasing when reading as well as paying attention to punctuation and quotation marks.

 



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student reads text at the end of the transitional reading stage in two or three word phrases and the reading sounds like conversation in some parts of the text.

.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 3.0 content.
1.0The student reads the text word by word and the reading of text does not sound natural.
  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

 



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