A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | 2023-2024 Fourth Grade Language Arts | |||||||||||||||||||||||||
2 | Report Card Indicators | Student Names | ||||||||||||||||||||||||
3 | ||||||||||||||||||||||||||
4 | 1st Trimester | |||||||||||||||||||||||||
5 | Report Card Indicators for Communication (Oral Expression and Listening) | |||||||||||||||||||||||||
6 | Effectively discusses content using speaking and listening skills | |||||||||||||||||||||||||
7 | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. | |||||||||||||||||||||||||
8 | Follow agreed-upon rules for discussions and carry out assigned roles. | |||||||||||||||||||||||||
9 | Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion); use formal English when appropriate to task and situation. | |||||||||||||||||||||||||
10 | Report Card Indicators for Reading (Reading for All Purposes) | |||||||||||||||||||||||||
11 | Reads and understands grade level literature | |||||||||||||||||||||||||
12 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. | |||||||||||||||||||||||||
13 | Reads and understands grade level informational text | |||||||||||||||||||||||||
14 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | |||||||||||||||||||||||||
15 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. | |||||||||||||||||||||||||
16 | Describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | |||||||||||||||||||||||||
17 | Uses strategies to read complex words and find their meaning | |||||||||||||||||||||||||
18 | Read with sufficient accuracy and fluency to support comprehension: | |||||||||||||||||||||||||
19 | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | |||||||||||||||||||||||||
20 | Use context (for example: definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. | |||||||||||||||||||||||||
21 | Read and understand words with common prefixes (for example: un-, re-, dis-) and derivational suffixes (for example: -ful, -ly, -ness). | |||||||||||||||||||||||||
22 | Read and understand words that change spelling to show past tense (for example: write/wrote, catch/caught, teach/taught) | |||||||||||||||||||||||||
23 | Consult reference materials (for example: dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. | |||||||||||||||||||||||||
24 | Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). | |||||||||||||||||||||||||
25 | Report Card Indicators for Writing (Writing and Composition & Research Inquiry and Design) | |||||||||||||||||||||||||
26 | Uses the writing process to create stories and persuasive places | |||||||||||||||||||||||||
27 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
28 | Uses the writing process and sources to create informational texts | |||||||||||||||||||||||||
29 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
30 | Uses correct grade level grammar, punctuation, and spelling | |||||||||||||||||||||||||
31 | Form and use the progressive (for example: I was walking; I am walking; I will be walking) verb tenses. | |||||||||||||||||||||||||
32 | Use modal auxiliaries (for example: can, may, must) to convey various conditions. | |||||||||||||||||||||||||
33 | Produce complete, simple, compound, and complex sentences. | |||||||||||||||||||||||||
34 | Use correct capitalization. | |||||||||||||||||||||||||
35 | Spell grade-appropriate words correctly, consulting references as needed. | |||||||||||||||||||||||||
36 | Choose words and phrases to convey ideas precisely. | |||||||||||||||||||||||||
37 | Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussions). | |||||||||||||||||||||||||
38 | Conducts and presents research from multiple sources | |||||||||||||||||||||||||
39 | Identify a topic and formulate open-ended research questions for further inquiry and learning. | |||||||||||||||||||||||||
40 | Present a brief report of the research findings to an audience. | |||||||||||||||||||||||||
41 | Builds reasoning and problem solving skills | |||||||||||||||||||||||||
42 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
43 | Report Card Indicators | Student Names | ||||||||||||||||||||||||
44 | ||||||||||||||||||||||||||
45 | 2nd Trimester | |||||||||||||||||||||||||
46 | Report Card Indicators for Communication (Oral Expression and Listening) | |||||||||||||||||||||||||
47 | Effectively discusses content using speaking and listening skills | |||||||||||||||||||||||||
48 | Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. | |||||||||||||||||||||||||
49 | Identify the reasons and evidence a speaker provides to support particular points. | |||||||||||||||||||||||||
50 | Report Card Indicators for Reading (Reading for All Purposes) | |||||||||||||||||||||||||
51 | Reads and understands grade level literature | |||||||||||||||||||||||||
52 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | |||||||||||||||||||||||||
53 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. | |||||||||||||||||||||||||
54 | Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved). | |||||||||||||||||||||||||
55 | Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. ( | |||||||||||||||||||||||||
56 | Describe in depth a character , setting, or event in a story or drama, drawing on specific details in the text (for example: a character’s thoughts, words, or actions). | |||||||||||||||||||||||||
57 | Reads and understands grade level informational text | |||||||||||||||||||||||||
58 | Determine the main idea of a text and explain how it is supported by key details; summarize the text. | |||||||||||||||||||||||||
59 | Uses strategies to read complex words and find their meaning | |||||||||||||||||||||||||
60 | Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | |||||||||||||||||||||||||
61 | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. | |||||||||||||||||||||||||
62 | Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). | |||||||||||||||||||||||||
63 | Read multisyllabic words with and without inflectional and derivational suffixes. | |||||||||||||||||||||||||
64 | Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. | |||||||||||||||||||||||||
65 | Report Card Indicators for Writing (Writing and Composition & Research Inquiry and Design) | |||||||||||||||||||||||||
66 | Uses the writing process to create stories and persuasive pieces | |||||||||||||||||||||||||
67 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
68 | Uses the writing process and sources to create informational texts | |||||||||||||||||||||||||
69 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
70 | Uses correct grade level grammar, punctuation, and spelling | |||||||||||||||||||||||||
71 | Form and use prepositional phrases. | |||||||||||||||||||||||||
72 | Correctly use frequently confused words (for example: to, too, two, there, their). | |||||||||||||||||||||||||
73 | Use commas and quotation marks to mark direct speech and quotations from a text. | |||||||||||||||||||||||||
74 | Use a comma before a coordinating conjunction in a compound sentence. | |||||||||||||||||||||||||
75 | Choose punctuation for effect. | |||||||||||||||||||||||||
76 | Conducts and presents research from multiple sources | |||||||||||||||||||||||||
77 | Identify a topic and formulate open-ended research questions for further inquiry and learning. | |||||||||||||||||||||||||
78 | Present a brief report of the research findings to an audience. | |||||||||||||||||||||||||
79 | Build reasoning and problem solving skills | |||||||||||||||||||||||||
80 | No evidence outcomes within this RCI are expected to be mastered during trimester 1. | |||||||||||||||||||||||||
81 | Report Card Indicators | Student Names | ||||||||||||||||||||||||
82 | ||||||||||||||||||||||||||
83 | 3rd Trimester | |||||||||||||||||||||||||
84 | Report Card Indicators for Communication (Oral Expression and Listening) | |||||||||||||||||||||||||
85 | Effectively discusses content using speaking and listening skills | |||||||||||||||||||||||||
86 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | |||||||||||||||||||||||||
87 | Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to the discussion and link to the remarks of others. | |||||||||||||||||||||||||
88 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | |||||||||||||||||||||||||
89 | Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. | |||||||||||||||||||||||||
90 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. | |||||||||||||||||||||||||
91 | Report Card Indicators for Reading (Reading for All Purposes) | |||||||||||||||||||||||||
92 | Reads and understands grade level literature | |||||||||||||||||||||||||
93 | Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (for example: Herculean). | |||||||||||||||||||||||||
94 | Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. | |||||||||||||||||||||||||
95 | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (for example: verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. ( | |||||||||||||||||||||||||
96 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. | |||||||||||||||||||||||||
97 | Read familiar texts orally with fluency, accuracy, and prosody (expression). | |||||||||||||||||||||||||
98 | Reads and understands grade level informational texts | |||||||||||||||||||||||||
99 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | |||||||||||||||||||||||||
100 | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |