th grade english/language arts - pike county schools 4th... · pike county school district...

Pike County School District Standards Mastery Document

4TH Grade English/Language Arts

1 Back to Table of Contents

4th Grade English/Language Arts




Table of Contents

Reading Literature 3

Reading Informational 11

Reading Foundational 23

Writing 25

Speaking and Listening 38

Language 45




Reading Literature

ANCHOR STANDARD 1: Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.)

Enduring Skills: Make logical inferences from complex texts.

Standard: RL.4.1: Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.

Know – What content does the

student need to know to demonstrate this standard? How to:

identify key details in a text.

draw inferences from a text.

Do: What skill must the student

demonstrate?

Refer to details to explain what the text says explicitly.

Refer to details and examples in a text when drawing inferences from the text.

Mastery: How does the student

demonstrate the learning of the standard?

Students will adequately refer to details in the text to explain the text explicitly

Students will adequately refer to details and examples in a text when drawing inferences from the text.

Notes:




Reading Literature

ANCHOR STANDARD 2: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

Enduring Skills: Summarize key details & ideas of complex texts

Standard: RL.4.2 Determine a theme of a story, drama, or poem from details in the text;

summarize the text.



determine the theme of a story, drama, or poem

summarize a text


demonstrate?

Determine a theme of a story from details in a text

Determine a theme of a drama from details in a text.

Determine a theme of a poem from details in a text.

Summarize the text of a story, drama, or poem.


demonstrate the learning of the standard? Students will accurately:

determine a theme of a story from details in a text

determine a theme of a drama from details in a text.

determine a theme of a poem from details in a text.

summarize the text of a story, drama, or poem.

Notes:




Reading Literature

ANCHOR STANDARD 3: Analyze how and why individuals, events, or ideas develop and interact

over the course of a text.

Enduring Skill: Analyze individuals, events, and ideas throughout complex texts

Standard: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the text (e.g., a character's thoughts, words, or actions).



describe a character, setting, or event in a story or drama

use specific details in the text to describe in depth the character, setting, or event in a story or drama.


demonstrate?

Draw on specific details in a story to describe a character, setting, or event in depth.

Draw on specific details in a drama to describe a character, setting, or event in depth.


demonstrate the learning of the standard? Students will adequately:

draw on specific details in a story to describe a character, setting, or event in depth.

draw on specific details in a drama to describe a character, setting, or event in depth.

Notes:

http://www.corestandards.org/ELA-Literacy/RL/4/3/




Reading Literature

ANCHOR STANDARD 4: Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.

Enduring Skills: Interpret words & phrases to comprehend text independently

Standard: RL.4.4 Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology (e.g., Herculean).


student need to know to demonstrate this standard?

Context clues How to use context

clues to determine the meaning of words and phrases as they are used in a text.


demonstrate?

Determine the meaning of words and phrases as they are used in a text, including those that allude (refer) to significant characters found in mythology.



Students will accurately determine the meaning of words and phrases as they are used in a text, including those that allude (refer) to significant characters found in mythology.

Notes:





Reading Literature

ANCHOR STANDARD 5: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to

each other and the whole.

Enduring Skills: Analyze the structures of texts

Standard: RL.4.5 Explain major differences between poems, drama, and prose, and refer to the

structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters,

settings, descriptions, dialogue, stage directions) when writing or speaking about a text.



Differences between poems, drama, and prose

Structural elements of poems and dramas.


demonstrate?

Explain the differences between poems, dramas, and prose.

Refer to structural elements of poems and drama when writing or speaking about a text.



Students will accurately explain the differences between poems, dramas, and prose, and refer to structural

Students will accurately refer to structural elements of poems and drama when writing or speaking about a text.

Notes:





Reading Literature

ANCHOR STANDARD 6: Assess how point of view or purpose shapes the content and style of a

text

Enduring Skills: Determine the point of view or purpose of a text

Standard: RL.4.6 Compare and contrast the point of view from which different stories are

narrated, including the difference between first- and third-person narrations.



How to compare and contrast the point of view from which different stories are narrated.

The difference

between first and third person narrations


demonstrate?

Compare and contrast the point of view from different narrators including first and third person narrations.



Students will adequately compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Notes:





Reading Literature

ANCHOR STANDARD 7: Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text

Standard: RL.4.7 Make connections between the text of a story or drama and a visual or oral

presentation of the text, identifying where each version reflects specific descriptions and

directions in the text.

Know: What content does the


How to make connections between the text of a story and a visual or oral presentation of the text.

Where each version reflects specific descriptions and directions in the text.


demonstrate?

Make connections between the text of a story and an oral presentation of the text.

Identify where each

version reflects specific descriptions and directions in the text.


demonstrate the learning of the standard? Students will:

Make connections between the text of a story and an oral presentation of the text.

Identify where each version reflects specific descriptions and directions in the text.

Notes:





Reading Literature

ANCHOR STANDARD 8: Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

***DOES NOT APPLY TO READING LITERATURE STANDARDS***




Reading Literature

ANCHOR STANDARD 9: Analyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

Enduring Skills: Analyze similar themes and topics in complex tests.

Standard: RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g.,

opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and

traditional literature from different cultures.



The concept of theme

How to compare and contrast the treatment of similar themes, topics, and patterns of events in texts.


demonstrate?

Compare and contrast the treatment of similar themes, topics, and patterns of events in:

1. Stories 2. Myths 3. Traditional

literature from different cultures



Students will adequately compare and contrast the treatment of similar themes, topics, and patterns of events in stories, myths, and traditional literature from different cultures.

Notes:




Reading Literature

ANCHOR STANDARD 10: Read and comprehend complex literary and informational texts

independently and proficiently.

Enduring Skills: Read and comprehend complex literary and informational texts.

Standard: RL.4.10 By the end of the year; read and comprehend literature, including stories,

dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as

needed at the high end of the range.



Read 4-5 grade level

literary texts

Comprehend on-level

literary texts

1. stories

2. dramas

3. poetry


demonstrate?

Read and comprehend literary texts in the grades 4-5 complexity band proficiently.



Students will accurately read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Notes:





Reading Informational

ANCHOR STANDARD 1: Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.)

Enduring Skills: Make logical inferences from complex texts.

Standard: RI.4.1: Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.



identify key details and examples in a text.

explain what the text says explicitly.

draw inferences from the text.


demonstrate?

Refer to details to explain what the text says explicitly

Refer to details and examples in a text when drawing inferences from the text.



Students will accurately refer to details in the text to explain the text explicitly and draw inferences from the text.

Notes:





ANCHOR STANDARD 2: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

Enduring Skills: Summarize key details & ideas of complex text

Standard: RI.4.2 Determine the main idea of a text and explain how it is supported by key

details; summarize the text.



determine the main idea of a text

explain how the main idea is supported by key details in a text

summarize the text


demonstrate?

Determine the main idea of a text

Explain how the main idea is supported by details

Summarize the text



Students will accurately determine the main idea of a text.

Students will

accurately explain how the main idea is supported by key details in the text.

Students will

accurately summarize the text.

Notes:





ANCHOR STANDARD 3: Analyze how and why individuals, events, or ideas develop and interact

over the course of a text.

Enduring Skills: Analyze individuals, events, and ideas throughout complex text

Standard: RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific information in the text.



Read historical, scientific, and technical text.

Explain events, procedures, ideas, or concepts in above texts.

Explain what happened and why in above types of texts based on specific information given.


demonstrate?

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text

Explain what happened and why, based on specific information in a text.



Students will accurately explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Notes:






ANCHOR STANDARDS 4: Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.

Enduring Skills: Interpret words & phrases to comprehend text independently

Standard: RI.4.4 Determine the meaning of general academic and domain-specific words or

phrases in a text relevant to a grade 4 topic or subject area.



Context clues How to use context

clues to determine the meaning of general academic and domain-specific words or phrases in a 4th grade text.


demonstrate?

Use context clues to determine the meaning of general domain-specific words or phrases in a 4th grade text.



Students will accurately determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Notes:






ANCHOR STANDARD 5: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to

each other and the whole.

Enduring Skills: Analyze the structures of texts

Standard: RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text



Structural elements of informational texts. (chronology, comparison, cause/effect, problem/solution)

How to describe the overall structure of events, ideas, concepts, or information in a text or parts of a text.


demonstrate?

Describe the overall structure of events in a text.

Describe the overall structure of ideas in a text.

Describe the overall structure of concepts in a text.

Describe the overall structure of information in a text.



Students will accurately describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Notes:






ANCHOR STANDARD 6: Assess how point of view or purpose shapes the content and style of a

text

Enduring Skills: Determine the point of view or purpose of a text

Standard: RI.4.6 Compare and contrast a firsthand and secondhand account of the same event

or topic; describe the differences in focus and the information provided.



Compare and contrast

differentiate between a firsthand and secondhand account of the same event or topic.

Describe the differences between the focus of the two accounts.

Describe the difference between the information provided from the two accounts.


demonstrate?

Compare and contrast a firsthand and secondhand account of the same event or topic.

Describe the differences in the focus of the two accounts.

Describe the difference between the information provided from the two accounts.

Mastery:

Students will accurately Compare and contrast a firsthand and secondhand account of the same event or topic

Students will accurately describe the differences in focus and the information provided.

Notes:






ANCHOR STANDARD 7: Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text

Standard: RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in

charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and

explain how the information contributes to an understanding of the text in which it appears.

Know – What content does the student

need to know to demonstrate this standard?

How to interpret information: 1. visually 2. Orally 3. Quantitatively—

charts, graphs, diagrams, time lines, animations, interactive elements on Web pages

How the presentation

of information contributes to an understanding of a text


demonstrate?

Interpret information presented visually, orally, or quantitatively.

Explain how the

information contributes to an understanding of the text in which it appears.



Students will accurately Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and

Students will

accurately explain how the information contributes to an understanding of the text in which it appears.

Notes:

http://www.corestandards.org/ELA-Literacy/RI/4/7/





ANCHOR STANDARD 8: Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Enduring Skills: Delineate and evaluate the argument and specific claims in complex text

Standard: RI.4.8 Explain how an author uses reasons and evidence to support particular points

in a text.



How an author uses reasons and evidence to support particular points in a text.


demonstrate?

Explain how an author uses reasons and evidence to support particular points in a text.



Students will accurately explain how an author uses reasons and evidence to support particular points in a text.

Notes:






ANCHOR STANDARD 9: Analyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

Enduring Skills: Analyze how two or more texts address similar themes or topics.

Standard: RI.4.9 Integrate information from two texts on the same topic in order to write or

speak about the subject knowledgeably.



compare information from two texts on the same topic.

use information from two texts on the same topic to write or speak about the subject knowledgably.


demonstrate?

Write or speak about

a subject knowledgably by integrating information from two texts on the same topic.



Students will

accurately integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Notes:






ANCHOR STANDARD 10: Read and comprehend complex literary and informational texts

independently and proficiently.

Enduring Skills: Read and comprehend complex literary and informational text.

Standard: RI.4.10 By the end of year, read and comprehend informational texts, including

history/social studies, science, and technical texts, in the grades 4-5 text complexity band

proficiently, with scaffolding as needed at the high end of the range.



Read 4-5 grade level informational texts

Comprehend on-level informational texts

4. history/social studies

5. science 6. technical


demonstrate?

Read and

comprehend informational texts in the grades 4-5 text complexity band proficiently.



Students will

accurately read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Notes:





Foundational Skills

ANCHOR STANDARD 1: N/A

Enduring Skills: Apply phonics and word analysis in decoding text.

Standard: RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding

words.

RF.4.3.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.



Letter sounds Syllabication patterns Roots Affixes (prefixes,

suffixes)


demonstrate?

Read unfamiliar multisyllabic words in and out of context.



Students will accurately 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.

Notes:

http://www.corestandards.org/ELA-Literacy/RF/4/3/




Foundational Skills

ANCHOR STANDARD #4: N/A

Enduring Skills: Read with fluency to support comprehension.

Standard:

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.4.4.a Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Know – Grade-level

vocabulary What fluency sounds

like What expression

sounds like

Do: Read grade-level

texts with accuracy and fluency.

Mastery: Students will read

with sufficient accuracy and fluency to support comprehension.

Notes:

http://www.corestandards.org/ELA-Literacy/RF/4/4/a/

http://www.corestandards.org/ELA-Literacy/RF/4/4/b/

http://www.corestandards.org/ELA-Literacy/RF/4/4/c/

Pike County School District Essential Learning Document



Writing

ANCHOR STANDARD 1: Write arguments to support claims in an analysis of substantive topics

or texts using valid reasoning and relevant and sufficient evidence.

Enduring Skills: Write arguments to support claims.

Standard: W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.



Fact vs. opinion How to:

Introduce a topic clearly

State an opinion Organize ideas in

paragraphs in a way that support the purpose of the writing


demonstrate?

Introduce a topic or text clearly

state an opinion create an

organizational structure in which related ideas are grouped to support the writer's purpose.


demonstrate the learning of the standard? Students will adequately:

introduce a topic or text clearly

state an opinion create an

organizational structure in which related ideas are grouped to support the writer's purpose.

W.4.1.b: Provide reasons that are supported by facts and details.

Know – Identify facts and

details How to support

reasons with facts and details.

Do: Support an opinion

by providing reasons that are supported by facts and details

Mastery: Students will

adequately support an opinion by providing reasons that are supported by facts and details.

http://www.corestandards.org/ELA-Literacy/W/4/1/

http://www.corestandards.org/ELA-Literacy/W/4/1/a/

http://www.corestandards.org/ELA-Literacy/W/4/1/b/




W.4.1.c Link opinions and reasons using words and phrases (e.g., for instance, in order to, in addition).

Know – Transitional words

and phrases

Do: Link opinions and

reasons using words and phrases.


adequately link opinions and reasons using words and phrases.

W.4.1.d Provide a concluding statement or section related to the opinion presented.

Know – How to write a

concluding statement that supports the opinion presented.

Do: Provide a concluding

statement or section related to the opinion presented.

Mastery: Students will provide

a concluding statement or section related to the opinion presented.

Notes:

http://www.corestandards.org/ELA-Literacy/W/4/1/c/




Writing

ANCHOR STANDARD 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Enduring Skills: Write informative/explanatory texts to convey ideas and information

Standard: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.



Types of formatting How to:

introduce a topic clearly

group related information in paragraphs and sections

include formatting when assisting with comprehension.


demonstrate?

Introduce a topic clearly

Group related information in paragraphs and sections

Include formatting when useful to aiding comprehension.



Students will introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Know – How to develop a

topic with facts, definitions, concrete details, quotations, and other related information in a clearly written way.

Do: Develop the topic

with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Mastery: Students will develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.






W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Know – Transitional words

and phrases

Do: Link ideas within

categories of information using words and phrases

Mastery: Students will link

ideas within categories of information using words and phrases

W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Know – How to use precise

language and domain-specific vocabulary to explain the topic. (Information given in passages and/or prompt)

Do: Use precise language

and domain-specific vocabulary to inform about or explain the topic.

Mastery: Students will use

precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.e Provide a concluding statement or section related to the information or explanation presented

Know – How to use the

information or explanation given to provide a related concluding statement.

Do: Provide a concluding

statement or section related to the information or explanation presented


a concluding statement or section related to the information or explanation presented

Notes:

http://www.corestandards.org/ELA-Literacy/W/4/2/c/


http://www.corestandards.org/ELA-Literacy/W/4/2/e/




Writing

ANCHOR STANDARD 3: Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details and well-structured event sequences.

Enduring Skills: Write narratives to develop real or imaginative experiences.

Standard: W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.



Create a hook that orients the reader

Establish a situation Introduce a narrator

and/or characters (minimal)

organize an even sequence that happens naturally


demonstrate?

Create a hook that orients the reader

Establish a situation Introduce a narrator

and/or characters (minimal)

organize an even sequence that happens naturally



Students will adequately orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Know – Dialogue rules Strong adjectives to

describe How to use both to

develop experiences and events

Do: Use dialogue and

description to develop experiences and events

show the responses of characters to situations.


dialogue and description to develop experiences and events or show the responses of characters to situations.






W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events.

Know – transitional words

and phrases how to sequence

events

Do: Use a variety of

transitional words and phrases to manage the sequence of events.

Mastery: Students will use a

variety of transitional words and phrases to manage the sequence of events.

W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Know – Concrete words and

phrases Sensory details

Do: Use concrete words

and phrases and sensory details to convey experiences and events precisely.


concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3.e Provide a conclusion that follows from the narrated experiences or events.

Know – How to provide a

conclusion that follows the experiences and events in the narrative.

Do: provide a conclusion

that follows from the narrated experiences or events.


a conclusion that follows from the narrated experiences or events.

Notes:






Writing

ANCHOR STANDARD 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Enduring Skills: Produce clear and coherent writing

Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)



What clear and coherent writing looks like

How to stay organized and appropriate to task, purpose, and audience.


demonstrate?

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Mastery: How does the student demonstrate the learning ohe standardf t?

Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Notes:




Writing

ANCHOR STANDARD 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Enduring Skills: Develop and strengthen writing by using the writing process.

Standard: W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)



How to effectively plan, revise, and edit to strengthen writing.


demonstrate?

Develop and strengthen writing as needed by planning, revising, and editing.



Students will develop and strengthen writing as needed by planning, revising, and editing.

Notes:

http://www.corestandards.org/ELA-Literacy/L/4/




Writing

ANCHOR STANDARD 6: Use technology, including the Internet, to produce and publish writing

and to interact and collaborate with others.

Enduring Skills: Use technology to produce and publish writing

Standard: W.4.6 With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of one page in a

single sitting.



Basic computer skills


demonstrate?

use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.



With some guidance and support from adults, students will use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Notes:




Writing

ANCHOR STANDARD 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Enduring Skills: Build knowledge on a subject through research.

Standard: W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.



How to conduct short research


demonstrate?

conduct short research projects that build knowledge through investigation of different aspects of a topic.



Students will conduct short research projects that build knowledge through investigation of different aspects of a topic.

Notes:





Writing

ANCHOR STANDARD 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Enduring Skills: Assess the credibility and accuracy of sources.

Standard: W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.



gather information from print and digital sources.

Take notes Categorize

information Provide sources


demonstrate?

Recall relevant information from experiences

gather relevant information from print and digital sources

take notes and categorize information, provide a list of sources.



Students will recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Notes:




Writing

ANCHOR STANDARD 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Enduring Skills: Build knowledge on a subject through research

Standard: W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9.a Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").



Apply grade 4 reading standards

Do: What skill must the student demonstrate





Notes:





Writing

ANCHOR STANDARD 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Enduring Skills: Write routinely over varied time frames and tasks.

Standard: W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



How to write on-demand effectively.


demonstrate?

Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.



Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Notes:




Speaking and Listening (DRAFT)

ANCHOR STANDARD 1: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly

and persuasively.

Enduring Skills: Prepare for and participate effectively in collaborative conversations.

Standard: SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’

ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required materials; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of

the discussion.


student need to know to demonstrate

this standard?

-Students need to

know the guidelines for academic discussions and their role in them.

-Students need to

know how to prepare in advance for academic discussions.

-Students need to

know how to ask and answer questions to contribute to the discussion.

-Students need to

know how to review


demonstrate?

-Students must be able to participate in different discussions (pairs, groups, full class) with a range of peers about grade 4 topics and texts.

-Students should be

able to contribute ideas during discussion.

Students should

prepare for discussions and draw upon what they have learned about the topic.

Mastery: How does the

student demonstrate the learning of the standard?

Engage effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly by:

Coming to discussions

prepared, having read or studied required materials; explicitly draw on that preparation and other information known about the topic to




the key ideas and draw conclusions.

-Students should ask

and answer questions and elaborate on the remarks of others.

-Students should be

able to draw conclusions after reviewing key ideas.

explore ideas under discussion.

Following agreed-upon rules for discussions and carry out assigned roles.

Posing and responding to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Reviewing the key

ideas expressed and explain their own ideas and understanding in light of the discussion.

Notes:





ANCHOR STANDARD 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Enduring Skills: Use digital media and visual displays to enhance presentations and

communicate effectively.

Standard: SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.



this standard?

Students need to

know how to summarize information


demonstrate?

Students should be able to summarize all information delivered in different media and formats and in written text read aloud.



Students summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Notes:





ANCHOR STANDARD 3: Evaluate a speaker’s point of view, reasoning, and use of evidence

and rhetoric.

Enduring Skills: Evaluate others’ presentations and how they use point of view, reasoning, use

of evidence and rhetoric.

Standard: SL.4.3 Identify the reasons and evidence a speaker provides to support particular

points.



this standard?

Students need to know how to listen for reasons and evidence of a speaker.


demonstrate?

Identify reasons and evidence a speaker provides to support particular points.



-Students Identify reasons and evidence a speaker provides to support particular points.

Notes:





ANCHOR STANDARD 4: Present information, findings, and supporting evidence so listeners can

follow the line of reasoning and the organization, development, and style are appropriate to

task, purpose, and audience.

Enduring Skills: Independently prepare and present information, findings, and supporting

evidence that the listener can follow.

Standard: SL.4.4 Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable pace.



this standard?

How to:

Report on a topic or text

Tell a story Recount an

experience in an organized manner

Use fact and relevant details to support main idea or themes

Speak clearly at an understandable pace.


demonstrate?

Report on a topic or text

Tell a story Recount an

experience in an organized manner

Use fact and relevant details to support main idea or themes

Speak clearly at an understandable pace.


demonstrate the learning of the standard? Students will accurately:

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Notes:





ANCHOR STANDARD 5: Make strategic use of digital media and visual displays of data to

express information and enhance understanding of presentations.

Enduring Skills: Use digital media and visual displays to enhance presentations and

communicate effectively.

Standard: SL.4.5 Add audio recordings and visual displays to presentations when appropriate

to enhance the development of main ideas or themes.



this standard?

How to add audio recordings and visual displays to presentations.


demonstrate?

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.



Students will correctly add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Notes:





ANCHOR STANDARD 6: Adapt a speech to a variety of contexts and communication tasks,

demonstrating command of formal English when indicated or appropriate.

Enduring Skills: Not listed in ELA Enduring Skills

Standard: SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting

ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use

formal English when appropriate to task and situation. (See grade 4 Language standards 1 here

for specific expectations.)



this standard?

How to differentiate

between formal and informal English.


demonstrate?

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

use formal English

when appropriate to task and situation


demonstrate the learning of the standard? Students will:

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

use formal English

when appropriate to task and situation

Notes:

http://www.corestandards.org/ELA-Literacy/L/4/




Language

ANCHOR STANDARD 1: Demonstrate command of the conventions of standard English

grammar and usage when writing and speaking.

Enduring Skills: Demonstrate command of English grammar and usage

Standard: L.4.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.4.1. a

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

why).



Relative pronouns Relative adverbs Relative clauses


demonstrate?

Use relative pronouns and relative adverbs in when writing or speaking.



Students will accurately use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb

tenses.

Know – Past, present, future

helping verbs Verbs ending in -ing Difference between

past, present, future verb tenses.

Do: Form and use the

progressive verb tenses when writing or speaking.


accurately form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

http://www.corestandards.org/ELA-Literacy/L/4/1/a/




L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Know – The difference

between the modal auxiliary verb conditions.

Do: Use the correct

modal auxiliary verb to convey certain conditions when writing or speaking.


correctly use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red

bag rather than a red small bag).

Know – adjectives The order of

adjectives according to conventional patterns.

Do: Order adjectives

within sentences according to conventional patterns when writing or speaking.


accurately order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L.4.1.e Form and use prepositional phrases.

Know – Prepositions Prepositional phrases Comma rule for

prepositions at beginning of sentences.

Do: Form and use

prepositional phrases when writing or speaking.


accurately form and use prepositional phrases.




L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and

run-ons.*

Know – That a complete

sentence consists of a subject (noun) and predicate (verb) and is a complete thought.

Independent clauses Dependent clauses Complex sentence

rules

Do: Produce complete

sentences, recognizing and correcting inappropriate fragments and run-ons when writing.


accurately produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).

Know – The difference

between frequently confused words.

Ex: they’re, their, there, they’re, were, we’re, where, to, too, two, its, it’s, than, then, your, you’re

Do: Correctly use

frequently confused words when writing.

Mastery: Correctly use

frequently confused words when writing.




Language

ANCHOR STANDARD 2: Demonstrate command of the convention of standard English

capitalization, punctuation, and spelling when writing.

Enduring Skills: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Standard: L.4.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.4.2.a Use correct capitalization.


student need to know to demonstrate this standard? Capitalization Rules:

Titles (persons, books, movies, documents, events, etc.)

Pronoun “I” Proper nouns Months, days,

holidays


demonstrate?

Use correct capitalization when writing.



Students will use correct capitalization when writing.

L.4.2.b Use commas and quotation marks to mark speech and quotations from a text

Know – Quotation mark rules

Do: Use commas and

quotation marks to mark direct speech and quotations from a text.


correctly use commas and quotation marks to mark direct speech and quotations from a text.





L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.

Know – Identify compound

sentences Identify independent

clauses Rules for joining two

independent clauses with a coordinating conjunction

Do: Use a comma before

a coordinating conjunction in a compound sentence when writing.


correctly use a comma before a coordinating conjunction in a compound sentence when writing.

L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.

Know – How to use dictionary

and thesaurus How to spell grade-

appropriate words

Do: Spell grade-

appropriate words correctly when writing.


correctly spell grade-appropriate words correctly, consulting references as needed.

Notes:




Language

ANCHOR STANDARD 3: Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more

fully when reading or listening.

Enduring Skills: Apply knowledge of language to understand when reading or listening.

Standard: L.4.3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening

L.4.3.a Choose words and phrases to convey ideas precisely. *



How to use words and phrases to convey ideas precisely.


demonstrate?

Choose words and phrases to convey ideas precisely when writing.


demonstrate the learning of the standard? Students will correctly

choose words and phrases to convey ideas precisely when writing.

L.4.3.b Choose punctuation for effect. *

Know – Punctuation for each

type of sentence. 4 types of sentences Interjections

Do: Choose punctuation

for effect when writing.

Mastery: Students will correctly

choose punctuation for effect when writing.

L.4.3.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).

Know – Difference between

situations that call for formal English and informal language.

Do: Differentiate

between contexts that call for formal English and situations where informal discourse is appropriate when writing, speaking, reading, or listening.


differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).




Language

ANCHOR STANDARD 4: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases by using context clues, analyzing meaningful word parts, and consulting

general and specialized reference materials, as appropriate.

Enduring Skills: Determine the meaning of unknown words.

Standard: L.4.4 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.

L.4.4. a Use context (e.g., definitions, examples, or restatements in text) as a clue to the

meaning of a word or phrase.



How to use the context as a clue to determine the meanings of words and phrases.


demonstrate?

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



Students will use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g., telegraph, photograph, autograph).

Know – Greek and Latin

prefixes, suffixes, and roots.

Do: Use common, grade-

appropriate Greek and Latin affixes and roots as clues to the meaning of a word.


common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

http://www.corestandards.org/ELA-Literacy/L/4/4/





L.4.4.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.

Know – How to use

dictionaries, glossaries, thesauruses digitally as well as in print.

Do: Consult reference

materials to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Mastery: Students will 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.




Language

ANCHOR STANDARD 5: Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

Enduring Skills: Understand figurative language

Standard: L.4.5 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in

context.

Know – Similes Metaphors Context clues

Do: Explain the meaning

of simple similes and metaphors in context.

Mastery: Students will accurately

explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

Know – How to recognize:

1. Idioms 2. Adages 3. Proverbs

How to explain the meaning of each

Do: Recognize and

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

Mastery: Students will recognize

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

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Know – Antonyms synonyms

Do: Demonstrate

understanding of words by relating them to their opposites and to words with similar but not identical meanings.


demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings.




Language

ANCHOR STANDARD 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Enduring Skills: Use grade appropriate words and phrases.

Standard: L.4.6 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).



Grade appropriate general academic and domain-specific words and phrases


demonstrate?

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 and that are basic to a particular topic.



Students will 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 and that are basic to a particular topic.

Notes:

th grade english/language arts - pike county schools 4th... · pike county school district...

Documents