**4th Grade ELA - Bruce
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

 
View only
 
 
ABCDEFGHIJKLMNOPQRSTUVWXY
1
ELA Standards Checklist for Grade Four
2
3
4
5
Estimated Number of Days3237303230
6
Reading-LiteratureUnit 1Unit 2Unit 3Unit 4Unit 5
7
NJSLSARL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. xxx
8
NJSLSARL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.xxx
9
NJSLSARL.4.3. Describe in 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).xxx
10
NJSLSARL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.xxx
11
NJSLSARL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.xx
12
NJSLSARL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.xx
13
NJSLSARL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text. xx
14
NJSLSARL.4.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. xx
15
NJSLSARL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. xxx
16
ELA Standards Checklist for Grade Four
17
18
Reading - Informational TextUnit 1Unit 2Unit 3Unit 4Unit 5
19
NJSLSA.RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

xx
20
NJSLSA.RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.xx
21
NJSLSA.RI.4.3. 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.xx
22
NJSLSA.RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.xxx
23
NJSLSA.RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.x
24
NJSLSA.RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. xx
25
NJSLSA.RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.xx
26
NJSLSA.RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.xx
27
NJSLSA.RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.xx
28
NJSLSA.RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. xxx
29
ELA Standards Checklist for Grade Four
30
31
Reading - Foundational SkillsUnit 1Unit 2Unit 3Unit 4Unit 5
32
NJSLSA.RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

xxxxx
33
NJSLSA.RF.4.3.A.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
xxxxx
34
NJSLSA.RF.4.4. Read with sufficient accuracy and fluency to support comprehension. xxxxx
35
NJSLSA.RF.4.4. A. Read grade-level text with purpose and understanding.
xxxxx
36
NJSLSA.RF.4.4. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression..xxxxx
37
NJSLSA.RF.4.4. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.xxxxx
38
39
40
41
ELA Standards Checklist for Grade Four
42
43
WritingUnit 1Unit 2Unit 3Unit 4Unit 5
44
NJSLSA.W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

B. Provide reasons that are supported by facts from texts and/or other sources.

C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

D. Provide a conclusion related to the opinion presented.
xx
45
NJSLSA.W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, text evidence , or other information and examples related to the topic.

Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a conclusion related to the information or explanation presented.
xxxx
46
NJSLSA.W.4.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.
xx
47
NJSLSA.W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)xxxxx
48
NJSLSA.W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.xxxxx
49
NJSLSA.W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.xxxxx
50
ELA Standards Checklist for Grade Four
51
52
Writing (continued)Unit 1Unit 2Unit 3Unit 4Unit 5
53
NJSLSA.W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.xx
54
NJSLSA.W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources..xx
55
NJSLSA.W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., “Describe in 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].”).

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
xxxxx
56
ELA Standards Checklist for Grade Four
57
58
Speaking & ListeningUnit 1Unit 2Unit 3Unit 4Unit 5
59
NJSLSA.SL.4.1. 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.

Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
xxxxx
60
NJSLSA.SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally). xxxxx
61
NJSLSA.SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.xx
62
NJSLSA.SL.4.4. 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.xxxxx
63
NJSLSA.SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.xx
64
NJSLSA.SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.xxxxx
65
ELA Standards Checklist for Grade Four
66
LanguageUnit 1Unit 2Unit 3Unit 4Unit 5
67
NJSLSA.L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Correctly use frequently confused words (e.g., to, too, two; there, their)..
xxx
68
NJSLSA.L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.
xxxxx
69
NJSLSA.L.4.3. 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).
xxxxx
70
NJSLSA.L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, 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.
xxxxx
71
NJSLSAL.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of 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 their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
xx
72
NJSLSALL.4.6. Acquire and use accurately grade-appropriate general academic and 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 preservation).xxxxx
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Loading...
Main menu