FOURTH GRADE

(minimum standards)

Reading

4.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions which may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects).
8. Present and/or perform original or published literary work with a group and/or individually.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Participate in recitations of assigned/self-selected passages.

4.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).
2. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies).

4.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, beat).

4.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words by utilizing learned strategies (e.g., reading ahead, drawing upon prior knowledge) to verify word meanings within the context.

4.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, echo reading).
2. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, current events, novels).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

4.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Continue to use context clues to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Build vocabulary by reading from a wide variety of text and literary genres.

4.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
2. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
3. Explore significant words to be encountered in selected/assigned text.
4. Preview text using text features (e.g., illustrations/pictures, graphs, diagrams, and headings).
5. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
6. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. Derive meaning while reading by

1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection.
6. making inferences.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by

1. indicating sequence of events in fiction and nonfiction selections.
2. selecting main idea and supporting details from text.
3. identifying the author’s purpose (e.g., to entertain, to inform, to explain).
4. discussing similarities and differences in events and characters using evidence cited in two or three text(s).
5. selecting information to meet a specific purpose.
6. stating reasonable generalizations in reference to two pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fantasy.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, personification).
11. recognizing the theme of a single passage.
12. reflecting upon comprehension strategies utilized to make meaning from text.

4.1.09 Develop appropriate information skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various format (e.g., interviews with family and community; encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).
2. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, tables, timelines).
8. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
9. Gather and record information on a research topic using two different sources.

4.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, appendices, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).

4.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

4.1.12 Experience various literary and media genres.

1. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, films, video) genres.
2. Determine the problem of a story, discover its solution, and consider alternate solutions.
3. Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion.
4. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
5. Make inferences about print and non-print text.
6. Compare and contrast events and characters using evidence cited from print and non-print text(s).
7. Compare and contrast different versions/representations of the same stories/events that reflect different cultures.
8. Summarize selected passages.
9. Distinguish between first and third person points of view.
10. Explore the concept of theme.
11. Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, personification).

4.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Writing

4.2.01 Engage in prewriting using a variety of strategies.

1. Generate and focus ideas through brainstorming and peer discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
4. Select and refine a topic.
5. Determine appropriate audience.
6. Begin to establish a purpose for writing.

4.2.02 Write for a variety of audiences and purposes.

1. Write a descriptive paragraph to create a visual image.
2. Write in response to a standard prompt and/or select a prompt from two choices.
3. Write to inform a particular audience about a specific issue.
4. Compose a narrative (e.g., to entertain, to inform, to share experiences).
5. Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).
6. Introduce writing in the expository mode (e.g., explanatory paragraph, "how to" paragraph).

4.2.03 Show evidence of drafting and revision with written work.

1. Write and think freely while drafting.
2. Select format based on purpose.
3. Write with a sense of audience.
4. Develop topic sentence with supporting details and concluding sentence to form a paragraph.
5. Maintain focus of topic with specific relevant supporting details.
6. Construct varied sentences (i.e., syntactic variety) to add interest.
7. Arrange multi-paragraph work in a logical and coherent order.
8. Write using appropriate time-order or transitional words.
9. Use correct page format (e.g., paragraphs, margins, indentations, and titles).
10. Revise to clarify and refine ideas, to distinguish between important and unimportant information, and to enhance word selection.
11. Produce multiple drafts.

4.2.04 Include editing before the completion of finished work.

1. Edit for elements of language.
2. Proofread using reference materials.
3. Use a computer or other technological tools as editing tools.
4. Create readable documents with legible handwriting.

4.2.05 Evaluate own and others’ writing.

1. Develop and use classroom rubrics for written work.
2. Introduce and use the state assessment rubric.
3. Participate in peer review and editing.
4. Review personal collection to determine progress and evaluate work.
5. Acknowledge and discuss diversity of individual writing styles.

4.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g. literature response, reports, "published" books, group or paired writing).
2. Incorporate photos, illustrations, charts, tables, or graphs.
3. Use technology for publishing individual and group work.
4. Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals, school displays).

4.2.07 Write narrative accounts.

1. Write in response to narrative prompts, both self-selected and assigned.
2. Practice response to assigned prompts in timed situations.
3. Write with developed characters, setting, and plot.
4. Incorporate sensory details using vivid words and figurative language to establish a context that enables readers to visualize an event or experience.
5. Write with well-developed organizational structure, sequence of events, and details.
6. Begin to develop a voice.
7. Use classroom and state rubrics as guides for writing.

4.2.08 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor).
2. Compose and respond to original questions and/or problems from all content areas.
3. Explain procedures used to solve problems encountered in content areas (e.g., science lab experiments, math problems).
4. Investigate content specific topics to gather information and write.
5. Use experiences from the arts to write creatively and expressively.

4.2.09 Write expressively using original ideas, reflections, and observations.

1. Express thoughts and feelings using colorful, fully elaborated descriptions.
2. Incorporate vivid language.
3. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
4. View, read, or listen to examples of various writing styles.

4.2.10 Write in response to literature.

1. Write a letter to/as a character in a written work.
2. Create an optional ending for a story.
3. Retell a story from a different point of view.
4. Compare and contrast literary works.
5. Write a reader’s response to a literary work.
6. Write creative, imaginative, and original responses to literature (e.g. poems, raps, songs, stories).

4.2.11 Write in a variety of modes and genres.

1. Write a narrative including sensory details.
2. Write a descriptive paragraph that includes vivid language.
3. Write an expository/"how to" paragraph with multiple steps.
4. Write a paper to compare/contrast two people, places, things or ideas.
5. Create a variety of poems.
6. Write a research report using a single source and notes taken using the source.
7. Write friendly and business letters.
8. Write journal entries.
9. Write an autobiographical account.

Elements of Language

4.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., singular and plural, common and proper, singular and plural possessives).