Grade 4 English Language Arts & Mathematics Report Card Rubric according to the March 2011 Massachusetts Curriculum Framework

Standard Meeting Mini-Lesson Suggestions

Writing Write opinion pieces on topics or texts, supporting the point of view -Ask, List, Link, Choose (Empowering Writers) with reasons and information. Introduce a topic or text clearly, state -Making Pro and Con Lists Write opinion pieces with and opinion, and create an organizational structure in which related -Clearly Stating Opinion reasons and information. ideas are grouped to support the writer’s purpose. Provide reasons -Strong Reasons and Details that are supported by facts and details. Link opinion and reasons -Transition Words and Phrases (for instance, in order to, in using words and phrases (e.g. for instance, in order to, in addition). addition) Provides a concluding statement or section related to the opinion -Concluding Paragraphs presented. (4.W.1) -Persuasive Writing Format

Write Write informative/explanatory texts to examine a topic and convey -How to Introduce a Topic Clearly informative/explanatory ideas and information clearly. Introduce a topic clearly and group- -Features of Non-Fiction texts to convey ideas and related information in paragraphs and section; include formatting -Note-taking facts information clearly. (e.g. headings), illustrations, and multimedia when useful to aid in -Using quotations from the text comprehension. Develop the topic with facts, definitions, concrete -Concrete details and examples details, quotations, or other information and examples related to the -Transition words (another, for example, also, because) topic. Link ideas within categories of information using words and -Language usage (domain-specific) phrases (e.g. another, for example, also, because). Uses precise -Concluding statement language and domain-specific vocabulary to inform about or explain the topic. Provides a concluding statement of section related to the information or explanation presented. (4.W.2)

Write a narrative to Write a narrative to develop real or imagined experiences of events -Writing from experiences develop real or imagined using effective technique, descriptive details, and clear event -Descriptive details experiences. sequences. Orient the reader by establishing a situation and -Clear event sequences introducing a narrator and/or characters; organize an event -Elements of a Story sequence that unfolds naturally. Use dialogue and description to -Organization of text structure/sequence develop experiences and events or show the responses of characters -Dialogue to situations. Use a variety of transition words and phrases to -Plot development manage the sequence of events. Use concrete words and phrases -Strong Leads and sensory details to convey experiences and events precisely. -Show Me, Don’t Tell Me Provide a conclusion that follows from the narrated experiences or -Transition Words (Sequence of Events) events. (4.W.3) -Sensory Details -Conclusion

Write using similes and/or Write stories, poems, and scripts that use similes and/or metaphors -What is a simile? metaphors. accurately and effectively. (MA.3.A) -What is a metaphor? -Using similes most effectively -Adding similes to poetry -Adding similes to scripts -Adding similes to stories

Produce clear, coherent, Produce clear and coherent writing in which the development and -Writing for a purpose and well-organized writing. organization are appropriate to task, purpose, and audience. (4.W.4) -Text structure of persuasive, expository, narrative writing -Writing for an audience

Uses the steps of the With guidance and support from peers and adults, develops and -Planning your writing (graphic organizer) writing process to show strengthens writing as needed by planning, revising, and editing. -Peer-editing checklists improvement. Editing for conventions should demonstrate command of language -Using a dictionary standards. (4.W.5) -Editing marks -Rewriting weak sentences -Writing several beginnings and choosing the best one Conducts and reports Conducts short research projects that build knowledge through -Asking questions research using multiple investigation of different aspects of a topic. (4.W.7) Recalls relevant -Note-taking sources. information from experiences or gathers relevant information from -Main Idea and Details print and digital sources; takes notes and categorizes information, -Citing sources and provides a list of sources. (4.W.8) Draws evidence from literary -Paraphrasing information from a text or informational texts to support analysis, reflection, and research. -Using encyclopedias, nonfiction texts, and online resources (4.W.9) -Categorizing and Sequencing information -Connecting notes to writing process

Write routinely over short Write routinely over extended time frames (time for research, -Establishing a Writing Routine and extended time frames. reflection, and revision) and shorter time frames (a single sitting or a (Journal Writing, Research Writing, etc.) day or two) for a range of discipline-specific tasks, purposes and -Setting Personal Goals audiences. -Writing Stamina (increasing timing, increasing expectations) (4.W.10) -Writing for an audience -Purpose of Writing (P.I.E)

Paraphrases information Paraphrase portions of a text read aloud, or information presented in -What is paraphrasing? presented by a speaker. diverse media and formats, including visually, quantitatively, and -Paraphrasing a text read aloud orally. (4.SL.2) Identify the reasons and evidence a speaker provides -Paraphrasing from diverse media to support particular points. (4.SL. 3) -Identifying speaker’s reasons and evidence -Listening Skills (How to be a good listener)

Language Standards Demonstrate command of the conventions of standard grammar and -Relative pronouns (who, whose, whom, which, that) usage when writing or speaking. Use relative pronouns (who, whose, -Relative adverbs (where, when, why) Demonstrate command of whom, which, that) and relative adverbs (where, when, why). Form -Relative pronouns (who, whose, whom, which, that) grammar and usage when and use the progressive (e.g. I was walking, I am walking, I will be -Modal auxiliaries (e.g. can, may, must) writing or speaking. walking) verb tenses. Use modal auxiliaries (e.g. can, may, must) to -Ordering adjectives convey various conditions. Order adjectives within sentences -Propositional phrases according to conventional patterns (e.g. a small red bag rather than -Writing in complete sentences (sentence fragments, run-ons) a red small bag). Form and use prepositional phrases. Produce -Frequently confused words (. to, too, two, there, their, complete sentences, recognizing and correcting inappropriate they’re) fragments and run-ons. Correctly use frequently confused words (e.g. to, too, two, there, their, they’re). Write legibly using either printing or cursive. (4.L.1) (MA.1.h)

Demonstrate command of Demonstrate command of the conventions of Standard English -Capitalization rules capitalization, capitalization, punctuation, and spelling when writing. Use correct -Using commas in quotations punctuation, and spelling capitalization. Use commas and quotations marks to mark direct -Using commas before a coordinating conjunction when writing. speech and quotations from a text. Use a comma before a -Using quotations coordinating conjunction in a compound sentence. Spell grade- -Choosing punctuation for effect appropriate words correctly, consulting references as needed.(4.L.2) -Uses for formal/informal English Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Choose punctuation for effect. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion). (4.L.3)

Determine or clarify the Determine or clarify the meaning of unknown and multiple meaning -How to use a dictionary, glossary, thesaurus meaning of unknown and words and phrases based on grade 4 reading and content, choosing multiple meaning words flexibly from a range of strategies. Use context (e.g. definitions, and phrases. examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph). 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. (4.L.4)

Demonstrate Demonstrate understanding of figurative language, word understanding of figurative relationships, and nuances in word meanings. Explain the meaning of language. simple similes and metaphors (e.g. as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to the opposites (antonyms), and to words with similar but not identical meanings (synonyms). (4.L.5)

Understands and applies Acquire and use accurately grade-appropriate general academic and new vocabulary. 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 presentation). (4.L.6)