English Language Arts Standards

I Can Statements Fourth Grade English Language Arts Standards

Standard I Can Statements Academic Teacher Notes Standard Taught Vocabul ary Theme/Lesson Reading Literature 1 2 4 5 6 Fourth Grade RL4.1 Refer to details and I can refer to details Refer examples in a text when and examples when Details explaining what the text explaining what a text Example says explicitly and when says. Drawing drawing inferences from the inferences text. I can draw inferences Text from a text.

RL4.2 Determine a theme I can determine a Determine of a story, drama, or poem theme from details in Theme from details in the text; the text. Story summarize the text Drama I can summarize a text Poem Details Summarize Text RL4.3 Describe in depth a I can describe a Describe character, setting, or event character, setting or Character in a story or drama; event in a text using Setting drawing on specific details specific details from Event in the text (e.g., a the text. Story character’s thoughts, words, Drama or actions) Specific Details Text RL4.4 Determine the I can determine the Determine 1 2 4 5 6 meaning of words and meaning of words and Text phrases as they are used in phrases as they are Characters a text, including those that used in a text. Mythology allude to significant Refer characters found in I can determine the Phrases mythology (e.g. Herculean). meaning of words that refer to characters from mythology.

RL4.5 Explain major I can explain the Explain differences between poems, differences between Differences drama, and prose, and refer poem, drama, and Drama to structural elements of prose. Poems poems (e.g. verse, rhythm, Prose meter) and drama (e.g. I can refer to the Verse casts of characters, settings, structural elements of Rhythm descriptions, dialogue, stage poems and drama Meter directions) when writing or when writing or Casts of characters speaking about a text. speaking about a text. Settings Dialogue Stage Directions Dialogue Text RL4.6 Compare and I can compare and Compare contrast the point of view contrast the point of Contrast from which different stories view of different Point of view are narrated, including the stories. Narrations difference between first and First person third-person narrations. I can identify the Third person difference between first and third person narrations.

RL4.7 Make connections I can make Connections between the text of a story connections between Text or drama and a visual or the text of a story or Drama oral presentation of the drama with a visual or Visual text, identifying where each oral presentation of Oral version reflects specific the text. Version descriptions and directions Descriptions in the text. I can identify how Directions each version reflects descriptions and directions.

RL4.8 Not applicable to 1 2 4 5 6 literature

RL4.9 Compare and I can compare and Compare contrast the treatment of contrast how stories, Contrast similar themes and topics myths and traditional Theme (e.g. opposition of good and literature from Topic evil) and patterns of events different cultures treat Quest (e.g. the quest) in stories, the same theme, topic Myths myths, and traditional or pattern of events. Traditional literature from different literature cultures. Culture

RL 4.10 By the end of the I can read and Comprehend year, read and comprehend comprehend grade Text literature, including stories, level text with Complexity dramas, and poetry, in the increasing proficiency. Scaffolding grades 4-5 text complexity Literature with scaffolding as needed I can read increased Stories at the high end of the range. levels of text Drama complexity with Poetry scaffolding as needed. Reading Informational 1 2 4 5 6 Text - Fourth Grade RI 4.1 Refer to details and I can refer to details Refer examples in a text when and examples from the Details explaining what the text text to explain what Examples says explicitly and when the text says. Text drawing inferences form the Explicitly text. I can draw inferences Drawing from the text. Inferences

RI 4.2 Determine the main I can determine the Determine idea of a text and explain main idea of a text and Main Idea how it is supported by key explain it using key Support details; summarize the text. details. Key Details Summarize I can summarize a text.

RI 4.3 Explain events, I can use information Explain procedures, ideas or from different types of Events concepts in a historical, informational text to Ideas scientific, or technical text, explain events, Procedures including what happened procedures, ideas and Concepts and why, based on specific concepts. Historical information in the text. Scientific I can tell what Technical happened and why Text using specific information from the text.

RI 4.4 Determine the I can determine the Determine meaning of general meaning of academic Academic academic and domain- and domain-specific Vocabulary specific words or phrases in grade level words. Domain-Specific a text relevant to grade 4 Words topic or subject area. Relevant Text

RI 4.5 Determine the I can describe the Determine overall structure (e.g. structure of an Structure chronology, comparison, informational text. Chronology cause/effect, Comparison problem/solution) of Cause/Effect events, ideas, concepts, or Problem/Solution information in a text or part Concepts of a text. Text RI4.6 Compare and I can compare and Compare 1 2 4 5 6 contrast a firsthand and contrast a firsthand Contrast secondhand account of the and secondhand Firsthand account same event or topic; account of an event or Secondhand describe the differences in topic. account focus and the information Event provided. I can describe the Topic focus and information Focus provided.

RI4.7 Interpret information I can interpret Interpret presented visually, orally, information presented Visually quantitatively (e.g. in visually, orally or Orally charts, graphs, diagrams, quantitatively. Quantitatively time lines, animations, or Diagrams interactive elements on I can explain how the Time lines Web pages) and explain information Animations how the information contributes to Interactive contributes to an understanding the Elements understanding of the text in text. which it appears.

RI4.8 Explain how the I can explain how the Reasons author uses reasons and author uses reasons Evidence evidence to support and evidence to Text particular points in a text. support points in a Support text.

RI4.9 Integrate information I can use information Integrate from two texts on the same from multiple texts to Topic topic in order to write or write or speak knowledgeably speak about a subject knowledgeably about a knowledgeably subject.

RI4.10 By the end of the I can read and Informational year, read and comprehend understand grade level Text informational texts, informational texts Technical Texts including history/social with increased Complexity Band studies, science, and proficiency. Proficiently technical texts, in the Scaffolding grades 4-5 text complexity I can read and Range band proficiently, with understand scaffolding as needed at the increasingly complex high end of the range. text with scaffolding as needed.

Reading Foundational 1 2 4 5 6 Skills - Fourth Grade RF4.3 Know and apply  I can know and apply Grade level grade-level phonics and grade-level phonics phonics word analysis skills in and word analysis Word analysis decoding words. skills in decoding skills words. Decoding a. Use combined  I can use combined knowledge of all letter – knowledge of all letter Letter-sound sound correspondences, sound correspondences syllabication patterns, correspondences to Multisyllabic and morphology (e.g. read accurately words roots and affixes) to read unfamiliar Context accurately unfamiliar multisyllabic words in multisyllabic words in and out of context. context and out of Syllabication context. I can use  patterns syllabication patterns Morphology and morphology to read accurately unfamiliar multisyllabic words in and out of context.

RF4.4 Read with sufficient  I can read with Fluency accuracy and fluency to sufficient accuracy Comprehension support comprehension. and fluency to Accuracy support comprehension. On-level text Purpose a. Read on-level text with  I can read on-level Understand purpose and understanding. text with purpose and Prose understanding. Poetry Rate Expression b. Read on-level prose and  I can read prose and poetry orally with accuracy, poetry orally with appropriate rate, and Context accuracy, appropriate Self-correct expression on successive rate, and expression. readings. Word recognition c. Use context to confirm or  I can use context to self-correct word confirm or self- recognition and correct word understanding, rereading as recognition and necessary understanding.

Writing – 1 2 4 5 6 Fourth Grade W4.1 Write opinion pieces  I can write opinion Opinion on topics or texts, pieces on topics or Pieces supporting a point of view texts. Topics with reasons and Texts information. Supporting Point of view a. Introduce a topic or text  I can introduce a Reasons clearly, state and opinion, topic or text clearly. Organized and create an organized structure Facts structure in which related  I can state an ideas are grouped to Details opinion and create an Link support the writer’s organizational purpose. Words/Phrases structure to support Concluding writers purpose. Statement Concluding b. Provide reasons that are  I can provide supported by facts and Section reasons that are Writer’s Purpose details. supported by facts and details. c. Link opinion and reasons  I can link opinions using words and phrases and reasons using (e.g., for instance, in order words and phrases. to, in addition).  I can provide a Provide a concluding d. concluding statement statement or section related or section. to the opinion presented. W4.2 Write  I can write Informative 1 2 4 5 6 informative/explanatory informative/explana Explanatory texts to examine a topic and tory texts to examine Texts convey ideas and a topic. Examine information clearly. Introduce Paragraphs a. Introduce a topic clearly  I can introduce a Illustrations and group related topic clearly. Multimedia information in Comprehension paragraphs and sections; I can group related  Facts include formatting (e.g. information in headings), illustrations, Definitions paragraphs and Concrete Details and multimedia when sections useful to aiding Quotations comprehension.  I can include Link formatting, Categories illustrations, and multimedia when Precise Language useful to aid Domain-Specific comprehension Vocabulary b. Develop the topic with Inform facts, definitions,  I can develop the Explain concrete details, topic with facts, quotations, or other definitions, concrete Concluding information and details, quotations, Statement examples related to the or other information Concluding topic. and examples. Section c. Link ideas within  I can link ideas categories of information within categories of using words, and information using phrases (e.g. another, for words and phrases. example, also, because) d. Use precise language  I can use precise and domain-specific language and vocabulary to inform domain-specific about or explain the vocabulary to inform topic. or explain a topic. e. Provide a concluding  I can provide a statement or section concluding related to the statement or section. information or explanation presented.

W4.3 Write narratives to  I can write Narrative 1 2 4 5 6 develop real or imagined narratives to Imagined experiences or events using develop real or experiences effective technique, imagined Effective descriptive details, and experiences or techniques clear event sequences. events. Descriptive details Sequences  I can use effective technique, descriptive events, Orient and clear details. Situation Narrator Characters a. Orient the reader by I can orient the  Event sequence establishing a situation reader by and introducing a establishing a narrator and/or Dialogue situation, Description characters; organize an introducing a event sequence that Characters narrator, and/or Situations unfolds naturally. characters.

 I can organize an Transitional words event sequence that Transitional unfolds naturally. phrases b. Use dialogue and Sequence of description to develop  I can use dialogue events experiences and events and description to or show the responses of develop experience Concrete words characters to situations. and events Concrete phrases Sensory details  I can show the Convey responses of Precise characters to situations. Conclusion Narrated c. Use a variety of experiences transitional words and  I can use a variety phrases to manage the of transitional sequence of events. words and phrases to manage the sequence of events. d. Use concrete words and  I can use concrete phrases and sensory words and phrases details to convey and sensory details experiences and events to convey precisely. experiences and events precisely.

W4.3 continued e. Provide a conclusion  I can provide a that follows from the conclusion that narrated experiences or follows from the events. narrated experiences or events.

W 4.4 Produce clear and  I can produce clear Produce coherent writing in which and coherent Coherent the development and writing in which Development organization are the development Organization appropriate to task, and organization Task purpose, and audience or appropriate to Purpose (Grade-specific task, purpose, and Audience expectations for writing audience. types are defined in standards 1-3 above)

W 4.5 With guidance and  I can develop and Strengthen support from peers and strengthen writing Planning adults, develop land as needed by Revising strengthen writing as planning, revising, Editing needed by planning, and editing, with revising and editing. guidance and (Editing for conventions support from should demonstrate peers and adults. command of Language standards 1-3 up to and including grade 4). W 4.6 With some guidance  I can use Technology 1 2 4 5 6 and support from adults, technology to Internet use technology, including produce and Interact the Internet, to produce and publish writing, Collaborate publish writing as well as to and to interact and interact and collaborate collaborate with with others; demonstrate others, with some Keyboarding skills sufficient command of guidance and keyboarding skills to type a support from minimum of one page in a adults. single setting.  I can demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W 4.7 Conduct short  I can conduct Research projects research projects that build short research Investigation knowledge through projects that build Aspects investigation of different knowledge aspects of a topic. through investigation of different aspects of a topic.

W 4.8 Recall relevant  I can recall Relevant information from relevant information experiences or gather information from Print Sources relevant information from experiences or Digital Sources print and digital sources; gather relevant take notes and categorize information from information, and provide a print and digital Categorize list of sources. sources. Taking Notes

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

W 4.9 Draw evidence from  I can draw Literary Texts 1 2 4 5 6 literary or information texts evidence from Informational to support analysis, literary or Texts reflection, and research. informational texts Analysis to support Reflection analysis, Research reflection, and research. a. Apply grade 4 Reading  I can apply grade 4 standards to literature reading standards texts (e.g., “Describe in to literature texts. 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].”) b. Apply grade 4 Reading  I can apply grade 4 standards to reading standards informational texts (e.g., to informational “Explain how an author texts. uses reasons and evidence to support particular points in a text”).

W 4.10 Write routinely over  I can write Extended Time extended time frames (time routinely over Frames for research, reflection, and extended time Shorter Time revision) and shorter time frames, and Frames frames (a single sitting or a shorter time Discipline-Specific day or two) for a range of frames, for a range Tasks discipline-specific tasks, of discipline- Purposes purposes, and audiences. specific tasks, Audiences purposes, and audiences. Speaking and Listening 1 2 4 5 6 Fourth Grade SL 4.1 Engage effectively in  I can engage Collaborative a range of collaborative effectively in a discussions discussions (one-on-one, in range of Pose and respond groups, and teacher-led) collaborative Key ideas with diverse partners on discussions with grade 4 topics and texts, diverse partners building on others’ ideas on grade 4 topics and expressing their own and texts. clearly.  I can build on others’ ideas and express my own. a.Come to discussions  I can come to prepared, having read or discussions studied required material; prepared to explicitly draw on that explore ideas preparation and other under discussion. information known about the topic to explore ideas under discussion. b.Follow agreed-upon rules  I can follow agreed for discussions and carry upon rules for out assigned roles. discussions, and carry out assigned roles. c. Pose and respond to  I can pose and specific questions to respond to specific clarify or follow up on questions to clarify information and make or follow up on comments that contribute information. to the discussion and link to the remarks of others.  I can make comments that contribute to the discussion and link to others’ remarks.

SL 4.1 Continued  I can review key d.Review the key ideas ideas expressed expressed and explain and explain my their own ideas and own ideas in light understanding in light of of the discussion. the discussion.

SL 4.2 Paraphrase portions  I can paraphrase Paraphrase of a text read aloud or portions of a text Diverse Media information presented in read aloud or diverse media, and formats information including visually, presented in quantitatively, and orally diverse media.

SL 4.3 Identify the reasons  I can identify the Reasons and evidence a speaker reasons and Evidence provides to support evidence a speaker particular points. provides to support particular points.

SL 4.4 Report on a topic or  I can report on a Report text, tell a story, or recount topic or text, tell a Recount an experience in an story, or recount Topic organized manner, using an experience in Text appropriate facts and an organized Descriptive Details relevant, descriptive details manner. Relevant to support main ideas or Understandable themes; speak clearly at an  I can use Pace understandable pace. appropriate facts, Main Ideas relevant, Themes descriptive details to support main ideas or themes.

 I can speak clearly at an understandable pace.

SL 4.5 Add audio recordings  I can add audio Audio Recordings 1 2 4 5 6 and visual displays to recordings and Visual Displays presentations when visual displays to Main Ideas appropriate to enhance the presentations Themes development of main ideas when appropriate or themes. to enhance the development of main ideas or themes.

SL 4.6 Differentiate  I can differentiate Differentiate between contexts that call between contexts Contexts for formal English (e.g., that call for formal Formal English presenting ideas) and English, and Informal situations where informal situations where Discourse discourse is appropriate informal discourse (e.g., small-group is appropriate. discussion); use formal English when appropriate  I can use formal to task and situation. (See English when grade 4 Language standards appropriate to a for specific expectations.) task and situation.

Language – 1 2 4 5 6 Fourth Grade L 4.1 Demonstrate  I can demonstrate command of the a command of the Demonstrate conventions of standard conventions of Conventions English grammar and usage standard English Grammar when writing or speaking grammar and Usage usage when Relative pronouns writing or Relative adjectives speaking. Progressive Verb Tenses a. Use relative pronouns  I can use relative Modal Auxiliaries (who, whose, whom, pronouns and Adjectives which, that) and relative relative adverbs. Prepositional adverbs (where, when, Phrases why Sentence Fragment b.Form and use the  I can form and use progressive verb tenses progressive verb (e.g. I was walking; I am tenses. walking; I will be walking c. Use modal auxiliaries  I can use modal (e.g., can, may, must) to auxiliaries to convey various convey various conditions. conditions. d.Order adjectives within  I can order sentences according to adjectives within conventional patterns sentences (e.g., a small red bag according to rather than a red small conventional bag) patterns. e.Form and use  I can form and use prepositional phrases. prepositional phrases. f. Produce complete  I can produce sentences, recognizing complete and correcting sentences. inappropriate fragments and run-ons *  I can correctly use g.Correctly use frequently frequently confused words (e.g., to, confused words. too, two; there, their) L4.2 Demonstrate  I can demonstrate Conventions 1 2 4 5 6 command of the command of the Capitalization conventions of standard conventions of Punctuation English capitalization, standard English. Comma punctuation, and spelling Quotation marks when writing. Conjunction Compound a.Use correct capitalization.  I can use correct sentence capitalization. References b.Use commas and  I can use commas quotation marks to mark and quotation d direct speech and marks. quotations from a text. c. Use a comma before a  I can use a comma coordinating conjunction in a compound in a compound sentence. sentences d.Spell grade-appropriate  I can spell grade- words correctly, appropriate words consulting references as correctly using needed. references as needed. L4.3 Use knowledge of  I can use knowledge Precisely 1 2 4 5 6 language and its of language and its Punctuation conventions when writing, conventions. Contexts speaking, reading, or Informal discourse listening. Formal discourse a.Choose words and  I can choose words phrases to convey ideas and phrases to precisely. * precisely convey ideas. b.Choose punctuation for  I can use effect. * punctuation for effect. c. Differentiate between  I can differentiate contexts that call for between contexts formal English (e.g. that call for formal presenting ideas) and English and situations where informal informal discourse. discourse is appropriate (e.g. small-group discussion). L4.4 Determine or clarify  I can determine or Multiple-meaning 1 2 4 5 6 the meaning of unknown clarify the meaning words and multiple-meaning of unknown and Flexibility words and phrases based on multiple-meaning Strategies grade 4 reading and words and phrases. Greek Affixes content, choosing flexibly Latin Affixes from a range of strategies. Root Words Reference a. Use context (e.g.  I can use context as Materials definitions, examples, or a clue to the Dictionary restatements in text) as a meaning of a word Glossary clue to the meaning of a or phrase. Thesaurus word or phrase. b. Use common, grade-  I can use grade- appropriate Greek and level appropriate Latin affixes and roots as Greek and Latin clues to the meaning of affixes and roots as the words (e.g. clues to the telegraph, photograph, meaning of words. autograph).  I can consult print c. Consult reference and digital materials (e.g reference materials dictionaries, glossaries, to find the thesauruses), both print pronunciation and and digital, to find the precise meaning of pronunciation and key words and determine or clarify the phrases. precise meaning of key words and phrases. L4.5 Demonstrate  I can demonstrate Figurative 1 2 4 5 6 understanding of figurative understanding of Language language, word figurative language, Relationships relationships, and nuances word relationships, Nuances in word meanings. and nuances in Similes word meanings. Metaphors Idioms a. Explain the meaning of  I can explain the Adages simple similes and meaning simple Proverbs metaphors (e.g., as similes and Synonyms pretty as a picture) in metaphors. Antonyms context. b. Recognize and explain  I can recognize and the meaning of common explain the idioms, adages, and meaning of proverbs. common idioms, adages, and proverbs. c. Demonstrate  I can demonstrate understanding of words understanding of by relating them to their words by relating opposites (antonyms) them to their and to words with antonyms and similar but not identical synonyms. meanings (synonyms).

L4.6 Acquire and use  I can acquire, and Academic accurately grade- use accurately, language appropriate general grade-appropriate Domain Specific academic and domain- general academic words specific words and phrases, and domain- Grade appropriate including those that signal specific words and words precise actions, emotions or phrases. 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.