4Th Grade Level Expectations: by the End of 4Th Grade We Expect Students to Do

4th Grade Level Expectations: By the end of 4th grade we expect Content/Performance Assessment students to do Standards Frameworks

Reading Process Decode with automaticity, integrating all cuing systems at grade level A.4.1 Use self monitoring strategies at grade level A.4.1 1 Self initiates reading for own purposes during and beyond the school day, identifies favorite genres and topics, and shares with others A.4.1 Selects books at independent reading levels A.4.1 Word Study Recognize and use regular plurals, irregular plurals, possessive forms, and contractions 1.2 Uses knowledge of word families (phonograms), patterns, and structure to decode unfamiliar vocabulary 1.2 Vocabulary Use knowledge of affixes, root words, contractions, and compound words to determine word meaning D.4.1 1.2 Use a variety strategies (I.e. rereading, context clues, knowledge of word families, and analyzing word structure) to figure out word meaning D.4.1 1.1 Learn new vocabulary word through a variety of methods (I.e. synonyms, antonyms, visualization, examples, etc.) D.4.1 1.2 Apply knowledge of figurative language (i.e. similes, metaphors, idioms, dialect, etc.) to text D.4.2 1.1 Use word reference materials to determine the meaning of words and phrases D.4.1 1.3 Fluency Recognition of grade level Fry high frequency words A.4.1 Independently read aloud from grade level books at 130 words per minute with expression (use punctuation cues) and 95% word accuracy A.4.1 Comprehension Demonstrate understanding of literal and implied meaning in informational and literary texts A.4.2 & A.4.4 2.1 & 2.2 Demonstrate understanding of sequence of events in literary and informational text A.4.2 & A.4.4 2.3 Evaluate and make inferences about literary and infomational text by identifying author's purpose, point of view, effectiveness, and author's use of language A.4.2 & A.4.4 4.1 & 4.2 & 4.3 Demonstrate understanding of an extensive variety of genres A.4.2 & A.4.3 2.1 Demonstrate knowledge of text structure (I.e.sequence;time/order, compare/contrast, cause/effect, problem/solutions, definition/example) when provided with a graphic organizer A.4.2 3.2 Analyze and use a variety of strategies (I.e. activate prior knowledge, establish purpose, self-correcting, self-monitoring, rereading, making predictions, context clues, visualizing, and adjusting reading rate according to purpose and difficulty) to comprehend text A.4.1 3.1 & 3.2 Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding A.4.1 Summarize one page expository text or up to one chapter of narrative text, paraphrasing important information Distinguish between fantasy/realism Draw conclusions Categorize and classify Recognize a main idea, topic and supporting details Make inferences Make judgements Make generalizations Recognize fact and opinion Evaluate Question Study Skills Utilizing a research process to organize time, information, materials, and communicate findings in a variety of formats Follow directions appropriate to task and level Demonstrate test preparation and test taking skills (I.e. format and strategies) Uses note taking skills with some teacher guidance Use a dictionary/glossary Use the library Read/use graphic aids, including charts, tables, graphs, schedules, time lines, diagrams, maps, calendars Follow directions Use print references Take notes Outline Adjust reading rate 4th Grade Level Expectations: By the end of 4th grade we Content/Performance Assessment expect students to do Standards Frameworks

Write to Communicate Choose own topics for writing within a variety of student and teacher directed modes (descriptive, narrative, informational, poetry, etc.) for many audiences and purposes B.4.1 Write independently for no fewer than 30 minutes a day B.4.1 Write with personal voice and style B.4.1 Multiple-meaning words Make analogies Word histories and connotations Write a story Write a research report Use persuasive writing Expository writing Writing Process Plan, revise, edit and publish a minimum of 3 clear and effective writing pieces per quarter B.4.2 Produce multiple drafts including finished pieces B.4.2 Explain reasons for revisions in a conference with a teacher B.4.2 Write a constructed response to a question B.4.2 Respond to a timed writing prompt B.4.2 Uses writing across the curriculum as a learning tool (I.e describes solutions to math problems, write about science observations, etc.) B.4.1 Conventions Understand and effectively use the parts of speech within the context of student writing B.4.3 Understand and effectively use punctuation, capitalization and usage within the context of student writing B.4.3 Spell grade level frequently used words correctly within student B.4.3 writing Punctuation Capitalization Complete sentences Types of sentences Subjects and predicates Nouns Plurals Possessives Verbs Present, past, and future tense Subject-verb agreement Irregular verbs Adjectives Comparisons Pronouns Adverbs Prepositions/prepositional phrases Capitalization/punctuate Use complete sentences Spell accurately Use correct grammar and usage Use exact words Elaborate/expand sentences with details Preform sentence combining Traits of Writing Word Choice Conventions Sentence fluency 4th Grade Level Expectations: By the end of Content/Performance Assessment 4th grade we expect students to do Standards Frameworks

Gives and receives information (I.e. asking and responding to questions, retelling, paraphrasing, summarizing, and independently following directions) C.4.1 Participates effectively in grade level discussion C.4.3 Demonstrates enjoyment of language through language play (I.e. plays, poetry, readers theater, choral reading, dialect) C.4.1 Demostrates etiquette by listening attentively and responding appropriately C.4.2