Fourth Grade

Instructional Legend:
I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1.Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), graphophonic strategies, and word attack skills when reading orally and silently.

Student Literacy Expectations:

• Sentence Structure (syntax):
  A- Use word order to read.
  A- Use sentence structure to read.
• Phonics (letter/sound relationships-graphophonics):
  R- Decode multiple syllable words.
  R- Divides words into syllables.
  A- Apply phonetic strategies to read by:
  A- Using initial consonant substitution in rhyming words and word families.
  A- Using beginning, medial, and ending consonants to orally decode words.
  A- Using short, long, and "r" controlled vowel sounds to orally decode words.
  A- Using consonant blends, digraphs, and diphthongs to orally decode words.
  - Pronunciation rules:
  R- In most two-syllable words, the last syllable is unaccented.*
  R- If a, in, re, ex, de, or be is the first syllable in a word it is usually unaccented.*
  I- In most two syllable words that end in a consonant followed by y, the first syllable is accented and the last syllable is unaccented.*
  I- If the last syllable ends in le, the consonant preceding the le usually begins the last syllable.*
  I- When the last syllable is the sound of r, it is unaccented.*
  R- Read with accuracy and fluency.
• Meaning Clues (semantics):
  A- Recognize words in familiar context.
  A- Use prior knowledge.
  A- Use of synonyms and antonyms as reading aids.
  I- Use homophones as reading aids:
  - to, two, too
  - there, their, they're
  - your, you're
  - hear, here
  - know, no
  - knew, new
  - through, thru
  - its, it's
  - close, clothes
  A- Recognize and read compounds, contractions, possessives and words ending in ing, ed, s, and es.
  R- Use word recognition strategies to recognize words (prefixes: re, un, dis; suffixes: er, or, less, ly; affixes, roots, and compounds.)
  I- Use word recognition strategies to recognize words (prefixes: im, non, mis, en, pre; suffixes: ful, able/ible, ment; affixes, roots, and compounds.)
  R- Use word recognition strategies to acquire new vocabulary (prefixes: re, un, dis; suffixes: er, or, less, ly; affixes, roots, and compounds.)
  I- Use word recognition strategies to acquire new vocabulary (prefixes: im, non, mis, en, pre; suffixes: ful, able/ible, ment; affixes, roots, and compounds.)
  R- Build sight word vocabulary.

*One of 23 most productive phonics rules (See Clymer study in Appendices.)

2.Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

• Critical Reading Skills:
  A- Recognize implicit main idea.
  A- Recognize explicit main idea.
  A- Recall sequence of events.
  A- Respond to literal questions from text.
  A- Recall explicit and implicit details.
  A- Make comparisons.
  A- Draw conclusions.
  A- Recognize explicit and implicit cause and effect relationships.
  R- Make generalizations.
  R- Respond to evaluative and inferential questions.
  R- Recognize common elements in poetry (rhyme and rhythm).
  I- Recognize common elements in poetry (stanza and line).
  R- Recognize uses of various fonts (bold, italic, etc.) to enhance comprehension.
  R- Determine the literal meaning of words.
  R- Discriminate between fact and opinion.
  I- Recognize and utilize formats of different texts
• Critical Reading Strategies:
  A- Read for a variety of purposes in different kinds of text.
  A- Ask questions about text (predict, clarify, and focus):
  A- Make predictions about story/content selections.
  A- Activate relevant prior knowledge (schema) before, during, and after reading.
  A- Reread a selection as directed.
  A- Apply reading strategies to specific content area materials.
  I- Determine most important ideas/themes in text:
  I- Determine focus of text.
  I- Exclude unimportant details.
  I- Create visual sensory connections to text.
  I- Draw conclusions, make critical judgments, and form unique interpretation from text by activating prior knowledge, making predictions, drawing inferences, developing new ideas, making connections-text to self, text to text, text to world.
  I- Develop strategies and study techniques for reading text and taking tests in different formats:
  R- Use SQ3R (survey, question, read, review, report).
  I- Use PQRST (preview, question, read, study, test)
  I- Use PQ4R (preview, question, research, read, review, report)
  I- Use 4R (research, read, review, report) R- Use test-taking strategies.

3.Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Interpret narratives by identifying how structure, characterization, and elements influence story development.

Student Literacy Expectations:

• Structure:
  R- Identify story problem and solution.
  A- Identify story setting.
  R- Define plot.
• Characterization:
  A- Identify the main characters.
  A- Make comparisons about characters.
  A- Identify characters' actions, motives, emotions, traits, and feelings.
• Elements:
  R- Identify, discuss, and comprehend literary forms (e.g., fiction, non-fiction, poetry, and drama.)
  I- Discuss literary techniques (imagery, figurative language).
• Thinking/Interpretation:
  A- Discuss personal responses to story.
  A- Respond to literal, inferential, and evaluative questions about literature.
  R- Discuss how the characters are developed in the selection.
  I- Discuss how an author developed a story plot.
  I- Discuss author's purpose in writing a selection.

Writing

4.Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Apply grammatical rules and conventions of language in the writing process.

Student Literacy Expectations:

Grammar:
R- Identify and correctly use past, present, and future tenses of regular and irregular verbs.
R- Use conventions: subject-verb agreement, cases of personal pronouns, principal parts of verbs, comparisons of adjectives (er, est).
I- Begin to identify subjective, objective cases of pronouns.
I- Identify adverbs.
I- Identify the parts of a sentence in various patterns:
I- subjects (simple and compound)
I- predicates (simple and compound)
I- modifiers.
A- Use pronoun I last when listing others.
R- Correctly use subjective/objective/possessive cases of pronouns (me, I).
R- Form singular, plural, and possessive nouns.
A- Use nouns, pronouns, verbs, and adjectives in writing simple sentences.

• Usage/Expression:
  R- Use complete and varied sentences.
  R- Avoid the use of double negatives.
  R- Avoid slang.
  I- Avoid redundancies.
• Composition/Structure:
  A- Write complete sentences.
  R- Write compound sentences.
  I- Write selections of three or more paragraphs about a topic.
  R- Indent paragraphs.
  I- Explore transitions within and between paragraphs.
  I- Explore dialogue in writing.
  I- Avoid run-on sentences.
  I- Avoid sentence fragment.
  R- Produce a clear statement of an idea.
  R- Use the four types of sentences according to purpose and with appropriate ending punctuation (declarative, interrogative, imperative, and exclamatory).
• Mechanics:
  A- Handwriting (write legibly).
  - Capitalization Content:
  A- Proper names of people, pets, products, businesses, organizations, places.
  A- Pronouns
  A- Beginning of sentence
  A- Days of week
  A- Months of year
  A- Holidays
  A- Street, city, state
  R- Country
  A- Elements of a letter
  R- Direct quotations
  R- Titles of literary works (books and movies)
  A- Abbreviations (Mr., Mrs., Ms., Dr., Jr., Rd., St., initials).
  - Punctuation Content:
  A- Dates
  A- Time
  A- Ending of sentences punctuation (period, question mark, and exclamation point)
  A- Contractions
  A- Words in a series
  R- Letter writing (correspondence-personal-indented and computer blocked format)
  R- Possessives
  R- Direct quotations
  R- Commas in a series
  R- Titles (books, movies, songs, speeches)
  R- Comma usage (beginning/ending phrases)
  A- Addresses
  I- Appositives
  I- Adjectives in a series.
  A- Abbreviations (Mr., Mrs., and Ms.).
  R- Abbreviations (Jr., ft., in., lb., U.S.A., state names, and initials).
• Spelling:
  R- Spell phonetically regular words correctly.
  A- Spell frequently used sight words correctly.
  A- Apply common spelling patterns and rules.
  A- Correctly spell frequently used words.
  R- Correctly spell commonly confused words.
  A- Word Families
  -Spell words with:
  A- Final e rule
  A- Final y rule
  A- ay rule
  A- Double consonants
  R- Words with diphthongs (ee, ea, ou, ow, oo, oa)
  R- Words with blends
  R- Words with le
  R- r-controlled vowels
  R- Words with hard and soft g and c
  I- Final ck, tch sounds.
  I- ail vs. ale
  I- gh sound
  R- Plurals (s, y, f, ss, sh, ch endings)
  I- Plurals (x endings).

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Write in a variety of genres to produce paragraphs and compositions.

Student Literacy Expectations:

• Process:
  - Communicate ideas by using the writing process:

PREWRITING
R- Generate ideas

DRAFTING
R- Focus on topic
R- Use prewriting ideas to complete first draft

REVISING
R- Expand use of descriptive words.
R- Improve sequence
R- Add variety of sentence types
R- Organize writing to include a clear beginning, middle, and ending

EDITING
R- Begin each sentence and proper noun with a capital letter
R- Use correct spelling
R- Use appropriate punctuation
R- Use complete sentences

PUBLISHING
R- Share writing with others
R- Use technology

• Composition Organization:
  A- Indent
  R- Include beginning, middle, and end of story.
  R- Include details.
  R- Include topic sentence.
  I- Include closing sentence.
  I- Organize logically.
• Explore Writing - Personal Purpose:
  A- Write personal letters and address envelopes.
  A- Write personal narrative compositions.
  R- Write thank-you notes.
  I- Write invitations.
• Explore Writing - Variety of Purposes:
  A- Write responses to literature.
  A- Write responses to content area concepts, skills, or ideas.
  R- Write descriptive compositions.
  A- Write imaginative stories.
  I- Write explanatory compositions.
  I- Write tall tales.

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:

R- Seek information from expert/media
I- Conduct a short interview.
R- Ask the same question of several individuals.
R- Use media to answer questions.
I- Use call numbers to locate information in the media center.
A- Use book parts as information sources.
A- Use title page, table to contents, index, and glossary.
I- Use maps, charts, and photos.
R- Use newspapers, periodicals, picture books, abridged dictionaries, encyclopedias, thesauri, atlases, variety of genres, audio-visual resources, and available technology as sources of information. R- Identify appropriate word meanings or spellings in dictionaries.
A- Use book parts as location aids in dictionaries and encyclopedias:
----A- Guide words.
----A- Alphabetical Order.
R- Record information gathered from sources.
R- List sources: include author, title, and publisher/producer.
R- Record orally presented information using visual/graphic organizers.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Use the research process by selecting topic, formulating questions, identifying key words, selecting sources, skimming, paraphrasing, taking notes, organizing, and presenting.

Student Literacy Expectations:

• Question:
  A- Recall and interpret orally presented information.
  R- Raise a question that requires consulting reference materials.
• Organize/Plan:
  R- Classify and categorize topical information.
  R- Classify and categorize words into sets and groups with common characteristics.
  A- Select a topic of interest to research.
  R- Identify key words to research.
  I- Select sources of information.
• Do:
  R- Organize information about a selected topic.
  R- Skim materials for information.
  I- Paraphrase information.
  R- Interpret and summarize information.
  R- Take notes about a selected topic.
  I- Interpret and summarize information.
  I- Create a simple outline.
• Present:
  R- Organize information in a logical manner.
  R- Write a report on a researched topic.
  R- Create a project.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Adapt oral language to fit situation by following rules of conversation with peers and adults.

Student Literacy Expectations:

• Listen:
  A- Demonstrate active listening through eye contact.
  A- Picture ideas while listening to literary selections.
  A- Follow multiple oral and written directions.
  I- Listen for implied needs or concerns expressed in statements.
• Interpret:
  A- Develop an awareness of body language.
  A- Develop an awareness of facial expressions.
• Respond:
  R- Orally discuss and summarize information.
  R- Use descriptive language to communicate clearly.
  A- Use sequence words to communicate effectively.
  A- Use transition words to communicate effectively.
  R- Use correct verb tense in oral communication.
  R- Use increasingly complex sentence structures in oral communication.
  R- Determine the literal meaning of words in oral contexts.
  A- Follow rules of conversation with peers.
  A- Follow rules of conversation with adults
  R- Use grade/age appropriate standard American English when communicating orally.
  R- Adapt oral language to fit situation.
  A- Respond with appropriate facial expression.
  R- Make relevant contributions in class and group discussions.
  R- Ask questions for clarification.
  R- Attempt to resolve conflict using appropriate language.
  A- Respond to orally presented literal, inferential, and evaluative questions.
  I- Make an effort to have a clear point when speaking to others.
  I- Rephrase the statements of others to express understanding of the communications.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Perform for varied audiences, using presentation skills and prepared materials.

Student Literacy Expectations:

• Plan:
  R- Plan an oral presentation that is content-related.
  A- Use examples from literature to develop an individual or group story.
  I- Plan presentation using student-generated visual organizers.
  A- Summarize or interpret pieces for presentation.
• Prepare:
  R- Prepare note cards for an oral presentation.
  I- Explore use of presentation software.
  Practice:
  R- Incorporate planned content into an oral presentation.
  Present:
  R- Deliver a planned oral presentation.
  R- Demonstrate self-confidence when appearing before an audience.
  I- Demonstrate poise.
  A- Use limited props when speaking or presenting.
  R- Present to varied audiences.
  Establish Patterns/Entertain:
  A- Retell stories correctly.
  R- Recite short selections using emphasis and inflection.
  I- Demonstrate a sense of audience in preparing oral presentations.
  A- Read compositions to the class.

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Select, experience, and respond to culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:
R- Experience cultural diversity in stories read aloud and independently.
R- Demonstrate a familiarity with traditional pieces of literature.
R- Demonstrate a familiarity with contemporary pieces of literature.
R- Listen to and respond to various literary forms including regional/international examples.
R- Recognize that literature reflects human experience.
R- Recognize and respond to stereotypes in media.
R- Recognize and respond to family issues found in reading and other experiences.
R- Recognize and respond to community issues found in reading and other experiences.
R- Respond and make connections to the work of classmates and others.

11.Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:
R- Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
R- Select and peruse a variety of media for information and pleasure.
R- Determine literacy areas for personal growth.
R- Demonstrate critical judgment in text selections.
R- Apply proofreading/editing techniques.
R- Demonstrate personal pride in work.

12.Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience, respond to, and reflect upon the beauty of language through the use of rich word choice, sentence variety, rhythm, and poetic devices.

Student Literacy Expectations:
A- Use rich word choice.
A- Use varied sentence patterns.
A- Use rhyme and rhythm.
I- Use poetic devices (alliteration, metaphor, and simile).
R- Demonstrate an awareness of the richness and diversity of language through discussion.
R- Demonstrate an appreciation for the richness and diversity of language through discussion.
R- Orally read with fluency.
R- Orally read with expression.