4th Grade English


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ELA-04.L

BPSS-ELA logoStrand (L) ELA Language Strand logo

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

ELA Language Strand Logo 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-04.L.02

ELA Language Strand Logo 4th 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, and spelling when writing.

Sub-Standards:

Practice:
a. Use commas and quotation marks in dialogue.
b. Form and use possessives.
c. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
d. Use a comma to separate an introductory element from the rest of a sentence.
e. Use underlining, quotation marks, or italics to indicate titles of works.
f. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).
Display proficiency in:
g. Use commas and quotation marks to mark direct speech and quotations from a text.
h. Use a comma before a coordinating conjunction in a compound sentence.
i. Use punctuation to separate items in a series.
j. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).

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 can ...
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).
  • recognize or recall specific terminology, such as:
    • capitalization, quotation marks, commas, conjunctions, compound sentences
  • perform basic processes, such as:
    • use commas in greetings and closings of letters
    • include appropriate ending punctuation.
    • recognize that quotation marks indicate that someone is speaking.
    • use conventional spelling for high-frequency and other studied word.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • use commas and quotation marks to mark direct speech and quotations from a text.
  • use a comma before a coordinating conjunction in a compound sentence.
  • use punctuation to separate items in a series.
  • use a comma to set off the words yes and no (e.g. Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • use commas and quotation marks in dialogue.
  • form and use possessives.
  • add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
  • use a comma to separate an introductory element from the rest of a sentence.
  • use underlining, quotation marks, or italics to indicate titles of works.
  • spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts)
Teacher Proficiency Scale

Resources

Vocabulary

  • Capitalization
  • Commas
  • Punctuation
  • Quotation Marks
  • Conjunctions
  • Compound Sentences
  • High-Frequency Words

Websites

  • Links to sites that open in a new window

ELA-04.L.03

ELA Language Strand Logo 4th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

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

Sub-Standards:

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 discussion).

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-04.L.04

ELA Language Strand Logo 4th Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. Use context (e.g., definitions, examples, or restatements in text) 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, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and 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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-04.L.05

ELA Language Strand Logo 4th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

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

Sub-Standards:

a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-04.L.06

ELA Language Strand Logo 4th Grade (ELA) Targeted Standard
(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 contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

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 Reading Foundations Strand Logo 4th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
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:

Knowledge Targets

  • I can

Reasoning Targets

  • I can analyze the structure of words by finding compound 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.

Proficiency Scale

The student can ...
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).
... 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.

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).
... 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.
  • recognize or recall specific terminology, such as:
    • root, syllable, affix, suffix, prefix, accented syllable, unaccented syllable
  • perform basic processes, such as:
    • identifies and knows the meaning of the most common prefixes and suffixes
    • decode words with common prefixes and suffixes decode multisyllabic words
    • read grade-appropriate irregularly spelled words
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... 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.
  • use combined knowledge of all letter-sound correspondences
  • use syllabication patterns
  • use morphology (e.g. roots and affixes)
  • read accurately unfamiliar multisyllabic words in context and out of context
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... 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.
Teacher Proficiency Scale

Resources

Vocabulary

  • Prefix
  • Suffix
  • Root
  • Syllable

Websites


ELA-04.RF.04

ELA Reading Foundations Strand Logo 4th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

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

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
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.

Reasoning Targets

  • I can

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).

Proficiency Scale

The student can ...
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).
... read the text word by word and the reading of text does not sound natural.
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).
... read 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.
  • recognize or recall specific terminology, such as:
    • prose, poetry, accuracy, fluency, expression, rate, successive, self-correct, intonation
  • perform basic processes, such as:
    • self-monitor accuracy
    • identify how to interpret punctuation when reading
    • displays nearly all components of fluency but is not proficient in certain aspects such as accuracy, appropriate rate, and expression.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read 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.
  • 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 orally with accuracy, appropriate rate, and expression on successive readings
    • (c) use context to confirm or self-correct word recognition and understanding, rereading as necessary
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read text at the middle fluent reading stage with appropriate rate, accuracy and expression using expression, pausing for punctuation guided by the author's meaning.
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites

  • Links to sites that open in a new window
  • Poetry

ELA-04.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements.

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) 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.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child summarize the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Discuss the text features in informational text (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

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.RI.01

ELA Reading Informational Strand Logo 4th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-04.RI.01 Refer to details and examples in a text (textual evidence) when explaining what the text says explicitly and when drawing inferences from the text. Summarize the text.

Student Learning Targets:

Knowledge Targets

  • I can list important information about the topic I read about.

Reasoning Targets

  • I can define inference and explain how a reader uses details and examples from a text to reach a logical conclusion.
  • I can define reading strategies that help me understand the text I am reading.
  • I can define summary (a shortened version of the text that states key points).

Skills (Performance) Targets

  • I can re-read text to find evidence to support my answers.
  • I can read closely and find answers that are "right there" in the text.
  • I can analyze an author's words and refer to details and examples in the text when answering questions about the text.
  • I can summarize the text.

Proficiency Scale

The student can ...
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).
... retell the information from the text but may leave out important details about the topic or main ideas of the text.
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).
... summarize the information including details that support the main ideas of the text and makes inferences about the main topic or a main idea of the text.
  • recognize or recall specific terminology, such as:
    • inference, text evidence, summarize, explicitly, cite
  • perform basic processes, such as:
    • ask and answer inferential questions about the text and support those answers with evidence from the text
    • partially summarize text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... use only important details, specific text evidence and key vocabulary when summarizing a text, and when drawing inferences from text at the early fluent reading stage.
  • cite text evidence when explaining what the text explicitly says
  • cite text evidence when drawing inferences from the text
  • summarize the text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... provide specific text evidence and vocabulary, such as quotes and direct references to text feature when summarizing a text at the middle fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Evidence
  • Inference
  • Example
  • Details
  • Summary


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