• Like
  • Save
Fourth Grade Checklist
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Fourth Grade Checklist

  • 864 views
Published

 

Published in Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
864
On SlideShare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
0
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Isaac School District No.5 ELAS Standards Checklist: Grade 4 2012-2013Reading Foundations (RF) Common Core Standards/AZ Standards/AIMS Blueprint U1 U2 U3 U4 U5 U6 Alignment4.RF.3 Know and apply grade-level phonicsand word analysis skills in decoding words. F4.RF.3a Use combined knowledge of all letter- R03.S1C3.01sound correspondences, syllabication Read multi- syllabic words fluently, usingpatterns, and morphology (e.g., roots and letter-sound knowledge. R03.S1C3.02affixes) to read accurately unfamiliar Apply knowledge of basic syllabication rulesmultisyllabic words in context and out of when decoding four- or five-syllable writtencontext. words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion, pep/per/o/ni).III-R- 2: HI-7: applying knowledge of spelling R04.S1C4.01pattern exceptions. Use knowledge of root words and affixes to determine the meaning of unknown words.III-R-2: HI-8: applying knowledge of S1C4 (7%)syllabication rules when decoding unfamiliar √+words in context.II-R-2: HI-9: applying knowledge ofinflectional forms of words in context.II-R-2: HI-10: applying knowledge of affixes towords in context. 1
  • 2. 4.RF.4 Read with sufficient accuracy and R03.S1C5.01fluency to support comprehension. Consistently read grade level text with at least 90 percent accuracy.III-R-3: HI-1: reading aloud passages from R04.S1C4.02unfamiliar content area text with fluency. (i.e., Use context to determine the relevantaccuracy, appropriate phrasing, and attention meaning of a word.to punctuation) S1C4 (7%) √+ √+ R04.S1C5.01 Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.4.RF.4a Read on-level text with purpose andunderstanding. F4.RF.4b Read on-level prose and poetry orallywith accuracy, appropriate rate, and Fexpression on successive readings.4.RF.4c Use context to confirm or self-correct S1C4 (7%)word recognition and understanding,rereading as necessary. F 2
  • 3. Reading Literature (RL) Common Core Standards/AZ Standards/AIMS Blueprint Alignment4.RL.1 Refer to details and examples in a text R04.S1C6.01when explaining what the text says explicitly Predict text content using prior knowledgeand when drawing inferences from the text. and text features (e.g., illustrations, titles, topic sentences, key words).(III-R-4: HI-2: generating and confirming R04.S1C6.02predictions about text for accuracy.) Confirm predictions about text for accuracy. R04.S1C6.03(III-R-4: HI-3: answering literal (i.e., Yes/No, Generate clarifying questions in order towho, what, where, when, why, which and how) comprehend text.and/or personal response questions about R04.S1C6.06text.) Use reading strategies (e.g., drawing conclusions, determining cause and effect,III-R-4: HI-13: drawing conclusions from making inferences, sequencing) toinformation implied or inferred in a literary comprehend text.selection. S1C6 (15%) √+ F √+ √+ √+ √ R04.S3C1.08 Draw valid conclusions based on information gathered from expository text. S3C1 (24%) 3
  • 4. 4.RL.2 Determine a theme of a story, drama, S2C1 (31%)or poem from details in the text; summarize R05.S2C1.02the text. Identify the theme (moral, lesson, meaning, message, view or comment on life) of aIII-R-4: HI-7: summarizing the main idea and literary selection. F √+ √+ √+ √+ √+supporting details from text using appropriate R06.S2C1.02academic vocabulary. Identify the theme in works of prose, poetry, and drama.4.RL.3 Describe in depth a character, setting, R04.S1C6.04or event in a story or drama, drawing on Use graphic organizers in order to clarify thespecific details in the text (e.g., a character’s meaning of the textthoughts, words, or actions). S1C6 (15%) R04.S2C1.01III-R-4: HI-14: describing the characters’ traitsIdentify the main problem or conflict of a plot.and their motivations within a fictional text. R04.S2C1.02 Identify the resolution of a problem or conflictIII-R-4: HI-15: describing the setting using key in a plot.words from a fictional text. R04.S2C1.04 Distinguish between major characters and(III-R-4: HI-16: identifying and describing the minor characters.plot (specific events, problems and solutions) R04.S2C1.05 √+ F √+ √+ √+ √+from a fictional text.) Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations, illustrations). R04.S2C1.07 Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation). R04.S2C1.08 Compare (and contrast) the characters, events, and setting in a literary selection. S2C1 (31%) 4
  • 5. 4.RL.4 Determine the meaning of words and R04.S1C4.02phrases as they are used in a text, including Use context to determine the relevantthose that allude to significant characters meaning of a word.found in mythology (e.g., Herculean). S1C4 (7%)(III-R-4: HI-8: locating sequential/chronological order signal words (i.e., first,next, finally today, now, meanwhile, not longago) in text.)(III-R-4: HI-9: locating signal words thatindicate comparison/contrast. (i.e., similarly, √+ √+ √+ √+ √+ Fon the other hand, however, yet, in spite of))(III-R-4: HI-10: locating signal words thatindicate cause and effect. (i.e., as a result of,consequently, so that, because of, since))(III-R-4: HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.)4.RL.5 Explain major differences between R04.S2C1.09poems, drama, and prose, and refer to the Identify characteristics and structuralstructural elements of poems (e.g., verse, elements (e.g., imagery, rhyme, verse,rhythm, meter) and drama (e.g., casts of rhythm, meter) of poetry.characters, settings, descriptions, dialogue, R04.S2C1.10stage directions) when writing or speaking Identify common forms of literature (e.g., √+ √+ F √+ √+ √+about a text. poetry, novel, short story, biography, autobiography, drama) based upon theirIII-R-4: HI-34: identifying structural elements characteristics.of poetry. (e.g., repetition, rhyme, rhythm, S2C1 (31%)verse, meter, and imagery, etc.) 5
  • 6. 4.RL.6 Compare and contrast the point of R04.S2C1.06view from which different stories are narrated, Identify the speaker or narrator in a literaryincluding the difference between first- and selection.third-person narrations. S2C1 (31%) R05.S2C1.05 √+ √+ F √+ Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.4.RL.7 Make connections between the text of R04.S1C6.05a story or drama and a visual or oral Connect information and events in text topresentation of the text, identifying where experience and to related text and sources. √+ √+ √ √+ √each version reflects specific descriptions and S1C6 (15%)directions in the text.4.RL.8(not applicable to literature)4.RL.9 Compare and contrast the treatment of R04.S2C2.01similar themes and topics (e.g., opposition of Describe the historical and cultural aspectsgood and evil) and patterns of events (e.g., found in cross-cultural works of literature.the quest) in stories, myths, and traditional R06.S2C2.02literature from different cultures. Identify common structures and stylistic elements in literature, folktales, and mythsIII-R-4: HI-6: making connections to text (i.e., from a variety of cultures.text-to-text and text-to-self). R09.S2C2.02 Compare (and contrast) classic works of literature that deal with similar topics and √+ √+ F √+ problems (e.g., individual and society, meaning of friendship, freedom, responsibility). 6
  • 7. 4.RL.10 By the end of the year, read and R03.S1C5.01comprehend literature, including stories, Consistently read grade level text with atdramas, and poetry, in the grades 4–5 text least 90 percent accuracy.complexity band proficiently, with scaffolding R04.S1C5.01as needed at the high end of the range. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. √ √ √ √ √ √+ 7
  • 8. Reading Informational Text Common Core Standards/AZ Standards/AIMS Blueprint Alignment4.RI.1 Refer to details and examples in a text R04.S3C1.04when explaining what the text says explicitly Locate specific information by usingand when drawing inferences from the text. organizational features (e.g., table of contents, headings, captions, bold print,III-R-4: HI-13: drawing conclusions from glossaries, indices, italics, key words, topicinformation implied or inferred in a literary sentences, concluding sentences) ofselection. expository text. R04.S3C1.06 Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. R04.S3C1.08 Draw valid conclusions based on information gathered from expository text. S3C1 (24%) F √+ √+ √+ √+ √+ R04.S3C2.01 Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). S3C2 (11%) 8
  • 9. 4.RI.2 Determine the main idea of a text and R04.S3C1.01explain how it is supported by key details; Identify the main idea and supporting detailssummarize the text. in expository text. S3C1 (24%)III-R-4: HI-7: summarizing the main idea and R06.S3C1.02supporting details from text using appropriate Summarize the main idea and critical detailsacademic vocabulary. of expository text, maintaining chronological or logical order. √ √ F √+ √4.RI.3 Explain events, procedures, ideas, or R04.S3C2.02concepts in a historical, scientific, or technical Interpret details from functional text for atext, including what happened and why, based specific purpose (e.g., to follow directions, toon specific information in the text. solve problems, to perform procedures, to answer questions).III-R-4: HI-29: interpreting information from S3C2 (11%)functional documents for a specific purpose. √ F √ √ √+ √(e.g., "Which bus do I take to get home by7pm?") 9
  • 10. 4.RI.4 Determine the meaning of general R04.S1C4.02academic and domain-specific words or Use context to determine the relevantphrases in a text relevant to a grade 4 topic or meaning of a word.subject area. R04.S1C4.05 Determine the meanings, pronunciations,(III-R-4: HI-8: locating sequential/ syllabication, synonyms, antonyms, andchronological order signal words (i.e., first, parts of speech of words by using a variety ofnext, finally today, now, meanwhile, not long reference aids, including dictionaries,ago) in text.) thesauri, glossaries, and CD-ROM and Internet when available.(III-R-4: HI-9: locating signal words that S1C4 (7%)indicate comparison/contrast. (i.e., similarly,on the other hand, however, yet, in spite of))(III-R-4: HI-10: locating signal words thatindicate cause and effect. (i.e., as a result of,consequently, so that, because of, since)) √+ √+ √+III-R-4: HI-20: applying understanding ofcontent vocabulary within math, science andsocial studies texts.(III-R-4: HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.) 10
  • 11. 4.RI.5 Describe the overall structure (e.g., R04.S3C1.07chronology, comparison, cause/effect, Distinguish cause and effect.problem/solution) of events, ideas, concepts, R06.S3C1.08or information in a text or part of a text. Identify the organizational structures (e.g., chronological order, comparison and √ √+ √+ F √ √III-R-4: HI-26: explaining the purpose of contrast, cause and effect relationships,organizational features on a page in nonfiction logical order) of expository text.text. S3C1 (24%)4.RI.6 Compare and contrast a firsthand andsecondhand account of the same event ortopic; describe the differences in focus andthe information provided. √+ √+ F4.RI.7 Interpret information presented visually, R04.S3C1.06orally, or quantitatively (e.g., in charts, graphs, Interpret information from graphic featuresdiagrams, time lines, animations, or interactive (e.g., charts, maps, diagrams, illustrations,elements on Web pages) and explain how the tables, timelines) in expository text.information contributes to an understanding of R06.S3C1.08the text in which it appears Identify the organizational structures (e.g., chronological order, comparison andIII-R-4: HI-24: interpreting information from contrast, cause and effect relationships,external text in nonfiction text for a specific logical order) of expository text. √ √+ √+ √+ Fpurpose. S3C1 (24%) 11
  • 12. 4.RI.8 Explain how an author uses reasons R04.S3C1.02and evidence to support particular points in a Distinguish fact from opinion in expositorytext. text. R04.S3C1.03(III-R-4: HI-31: distinguishing fact from Determine author’s main purpose (e.g., toopinion in persuasive text. (e.g., inform, to describe, to explain) for writing theadvertisements, product labels, written expository text.communications, etc.)) S3C1 (24%) R04.S3C3.01 Determine the author’s position regarding a particular idea, subject, concept, or object. R04.S3C3.02 Identify persuasive vocabulary (e.g., loaded/emotional words, exaggerations) used to influence readers’ opinions. S3C3 (11%) √+ √ √ √ √+ F 12
  • 13. 4.RI.9 Integrate information from two texts on R04.S3C1.01the same topic in order to write or speak about Identify the main idea and supporting detailsthe subject knowledgeably. in expository text. R04.S3C1.08 Draw valid conclusions based on information gathered from expository text. S3C1 (24%) LS.E2 Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience. LS.E3 Interpret and respond to questions and evaluate responses both as interviewer and interviewee. R07.S3C1.11 √+ √+ √+ √+ √+ √+ Compare (and contrast) the central ideas and concepts form selected readings on a specific topic. 13
  • 14. 4.RI.10 By the end of year, read and R03.S1C5.01comprehend informational texts, including Consistently read grade level text with athistory/social studies, science, and technical least 90 percent accuracy.texts, in the grades 4–5 text complexity band R04.S3C1proficiently, with scaffolding as needed at the Identify, analyze, and apply knowledge of thehigh end of the range. purpose, structures, and elements of expository text. R04.S3C1.04 Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. S3C1 (24%) R04.S3C2.01 Locate specific information from functional √ √ √ √ √ √+ text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). R04.S3C2.02 Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). S3C2 (11%) 14
  • 15. AZ.4.RI.10By the end of year, read and comprehendfunctional texts, including history/socialstudies, science, and technical texts, in thegrades 4-5 text complexity band proficiently,with scaffolding as needed at the high end ofthe range. √ √ √ √ √ √ 15
  • 16. Writing Writing Standards/Reading U1 U2 U3 U4 U5 U6 Standards Alignment4.W.1 Write opinion pieces on topics or texts, 4.RI.8supporting a point of view with reasons and Explain how an author uses reasons andinformation. evidence to support particular points in a text.III-W-1: HI-7: writing a persuasive essay thatstates a clear position with supporting details F F √+ √+using persuasive vocabulary/strategies toinfluence the reader (e.g., loaded/emotionalwords, exaggeration, euphemismsbandwagon, peer pressure, repetition, etc.).4.W.1a Introduce a topic or text clearly, state 4.RI.5an opinion, and create an organizational Describe the overall structure (e.g.,structure in which related ideas are grouped to chronology, comparison, cause/effect,support the writer’s purpose. problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. √+ √+ √+ √+ 16
  • 17. 4.W.1b Provide reasons that are supported by 4.RL.1facts and details. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.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 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.4.W.1c Link opinion and reasons using words 4.RI.3and phrases (e.g., for instance, in order to, in Explain events, procedures, ideas, oraddition). concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text 4.RI.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. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.4.W.1d Provide a concluding statement orsection related to the opinion presented. √+ √+ √+ √+ 17
  • 18. 4.W.2 Write informative/explanatory texts to 4.RL.1examine a topic and convey ideas and Refer to details and examples in a text wheninformation clearly. explaining what the text says explicitly and when drawing inferences from the text.III-W-1: HI-4: writing expository essays and 4.RI.1informational reports that include topic Refer to details and examples in a text whensentences, main ideas, and relevant explaining what the text says explicitly andsupporting details, using appropriate when drawing inferences from the text.transitions, varied sentence structure and 4.RI.2precise academic vocabulary. Determine the main idea of a text and explain how it is supported by key details;III-W-1: HI-5: writing a summary paragraph summarize the text.containing only key ideas and relevant content 4.RI.3vocabulary summarizing a variety of text and Explain events, procedures, ideas, orof varying length. (e.g., science text chapter, concepts in a historical, scientific, orarticle, book, oral presentations, etc.). technical text, including what happened and why, based on specific information in the text F F √+ √+ 4.RI.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. 18
  • 19. 4.W.2a Introduce a topic clearly and group 4.RI.2related information in paragraphs and Determine the main idea of a text andsections; include formatting (e.g., headings), explain how it is supported by key details;illustrations, and multimedia when useful to summarize the text.aiding comprehension. F √+ √+ √+ √+4.W.2b Develop the topic with facts, 4.RL.1definitions, concrete details, quotations, or Refer to details and examples in a text whenother information and examples related to the explaining what the text says explicitly andtopic. when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; F √+ √+ √+ √+ summarize the text. 4.RI.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.4.W.2c Link ideas within categories ofinformation using words and phrases (e.g.,another, for example, also, because). √+ √+ √+ √+ √+ √ 19
  • 20. 4.W.2d Use precise language and domain-specific vocabulary to inform about or explainthe topic. √+ √+ √ √+ √+ √III-W-4: HI-4: selecting accurate, specificwords and figurative language to expressideas with instructional support or resources.4.W.3 Write narratives to develop real or 4.RL.2imagined experiences or events using Determine a theme of a story, drama, oreffective technique, descriptive details, and poem from details in the text; summarize theclear event sequences. text. 4.RL.3III-W-1: HI-1: writing one or more narrative Describe in depth a character, setting, orparagraphs based on imagined or real events event in a story or drama, drawing on √+ F √+that includes characters, setting, sensory specific details in the text (e.g., a character’sdetails, appropriate word choice and logical thoughts, words, or actions).sequencing to develop the plot usingtransitional words and varied sentencestructure.4.W.3a Orient the reader by establishing a 4.RL.2situation and introducing a narrator and/or Determine a theme of a story, drama, orcharacters; organize an event sequence that poem from details in the text; summarize theunfolds naturally. text. 4.RL.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). 20
  • 21. 4.W.3b Use dialogue and description to 4.RL.3develop experiences and events or show the Describe in depth a character, setting, orresponses of characters to situations. event in a story or drama, drawing on √+ √+ √+ √+ specific details in the text (e.g., a character’s thoughts, words, or actions).4.W.3c Use a variety of transitional words andphrases to manage the sequence of events. √ √+ √ √ √+ √+4.W.3d Use concrete words and phrases andsensory details to convey experiences andevents precisely.III-W-4: HI-4: selecting accurate, specific √ √+ √ √ √+ √+words and figurative language to expressideas withinstructional support or resources.4.W.3e Provide a conclusion that follows fromthe narrated experiences or events. √ √+ √ √ √+ √+ 21
  • 22. 4.W.4 Produce clear and coherent writing in 4.RL.3 Describe in depth a character, setting, or event in a story orwhich the development and organization are drama, drawing on specific details in the text (e.g., aappropriate to task, purpose, and audience. character’s thoughts, words, or actions). 4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g.,III-W-1: HI-2: writing simple poetry using a verse, rhythm, meter) and drama (e.g., casts of characters,variety of poetic devices and figurative settings, descriptions, dialogue, stage directions) when writing or speaking about text.language including: personification, 4.RL.7onomatopoeia, alliteration, simile and Make connections between the text of a story or drama andmetaphor. a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.(III-W-3: HI-2: evaluating, organizing and 4.RL.9selecting ideas that reflect the audience and Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns ofpurpose.) events (e.g., the quest) in stories, myths, and traditional literature from different cultures.III-W-4: HI-1: producing two or more 4.RI.1 Refer to details and examples in a text when explainingparagraphs with an identifiable main idea and what the text says explicitly and when drawing inferencessupporting from the text.details that reflect the audience and purpose 4.RI.3 Explain events, procedures, ideas, or concepts in ain a variety of genres. historical, scientific, or technical text, including what happened and why, based on specific information in the text √+ √+ √+ √+ √+ √+III-W-4: HI-2: producing two or more 4.RI.5 Describe the overall structure (e.g., chronology, comparison,paragraphs containing an introductory cause/effect, problem/solution) of events, ideas, concepts,statement, or information in a text or part of a text.supporting details and a concluding statement 4.RI.7 Interpret information presented visually, orally, orwhich are connected by transitional quantitatively (e.g., in charts, graphs, diagrams, time lines,phrase and clauses. animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.III-W-4: HI-3: choosing ideas, words, details 4.RI.8and structure that reflect audience and Explain how an author uses reasons and evidence topurpose support particular points in a text.(pragmatics).III-W-1: HI-6: writing a variety of functionaltext that address audience, stated purposeand context:* Letters* Directions* Procedures* Graphs/Tables * Brochures 22
  • 23. AZ.4.W.4a. Produce clear and coherentfunctional writing (e.g., friendly and formalletters, recipes, experiments,notes/messages, labels, graphs/tables,procedures, invitations, envelopes) in whichthe development and organization areappropriate to task and purpose.III-W-1: HI-3: taking notes using self selectedformats based upon knowledge of oral orwritten text structures with instructionalsupport. (e.g., Student selects Venn Diagramfor comparing and contrasting text).4.W.5 With guidance and support from peersand adults, develop and strengthen writing asneeded by planning, revising, and editing. √+ √ √+ √+ √+ √+(III-W-3: HI-1: generating and organizingideas to create a prewriting plan using multipleself selected methods (brainstorming,webbing, writer’s notebook, journal, etc.).)(III-W-3: HI-2: evaluating, organizing andselecting ideas that reflect the audience andpurpose.) 23
  • 24. (III-W-3: HI-3: using a prewriting plan to draftan essay with an introductory paragraph,body, transitions and concluding paragraph.)(III-W-3: HI-4: revising a student draft as aclass, in small groups and independently withaudience and purpose in mind for: *wordchoice * sequence of ideas (introduction,body, conclusion) *adding/deleting/ movingsupporting details *effective transitions*sentence structure (combining/adding/ √+ √ √+ √+ √+ √+deleting, complete and varied sentences))using revision tools. (checklists, rubrics, andreference materials)(III-W-3: HI-5: reviewing student drafts forerrors in conventions* as a class, in smallgroups and independently using editing tools.(e.g., checklists, rubrics, computer spell checkand other reference materials)4.W.6 With some guidance and support fromadults, use technology, including the Internet,to produce and publish writing as well as tointeract and collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimum of onepage in a single sitting. √ √ √+ √+ √+ √III-W-3: HI-6: publishing products in a varietyof formats (e.g., oral presentation, manuscript,multimedia, etc.) and presenting within a setperiod of time (e.g., 15 minutes). 24
  • 25. 4.W.7 Conduct short research projects that 4.RI.7build knowledge through investigation of Interpret information presented visually,different aspects of a topic. orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, orIII-W-5: HI-1: recording, evaluating and interactive elements on Web pages) andorganizing information, observations or explain how the information contributes to anquestions on a topic of student interest from understanding of the text in which it appears.two or more sources (experiment, article, 4.RI.9 Integrate information from two texts ontextbook, guest speaker, video, Internet, the same topic in order to write or speakinterview, podcasts, about the subject knowledgeably.etc.) for report/research purposes. √+ √+ √+ √+ √+ F4.W.8 Recall relevant information from 4.RI.1experiences or gather relevant information Refer to details and examples in a text whenfrom print and digital sources; take notes and explaining what the text says explicitly andcategorize information, and provide a list of when drawing inferences from the text.sources. 4.RI.7 Interpret information presented visually,III-W-5: HI-1: recording, evaluating and orally, or quantitatively (e.g., in charts,organizing information, observations or graphs, diagrams, time lines, animations, orquestions on a topic of student interest from interactive elements on Web pages) and √+ √+ √+ √+two or more sources (experiment, article, explain how the information contributes to antextbook, guest speaker, video, Internet, understanding of the text in which it appears.interview, podcasts, etc.) for report/research 4.RI.9 Integrate information from two texts onpurposes. the same topic in order to write or speak about the subject knowledgeably. 25
  • 26. 4.W.9 Draw evidence from literary or 4.RL.1informational texts to support analysis, Refer to details and examples in a text whenreflection, and research. explaining what the text says explicitly and when drawing inferences from the text. 4.RI.1 √+ √+ √+ √+ √+ Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4.W.9a Apply grade 4 Reading standards to 4.RL.1 thru 4.RL.10literature (e.g., “Describe in depth a character,setting, or event in a story or drama, drawing √+ √+ √+ √+ √+ √+on specific details in the text [e.g., acharacter’s thoughts, words, or actions].”).4.W.9b Apply grade 4 Reading standards to 4.RI.1 thru 4.RI.10informational texts (e.g., “Explain how anauthor uses reasons and evidence to support √+ √+ √+ √+ √+ √+particular points in a text”). 26
  • 27. 4.W.10 Write routinely over extended timeframes (time for research, reflection, andrevision) and shorter time frames (a singlesitting or a day or two) for a range ofdiscipline-specific tasks, purposes, andaudiences.III-W-3: HI-7: using time managementstrategies to publish products within a teacherspecified period of time. √ √ √ √ √ √+Speaking and Listening Common Core Standards/AZ Standards Alignment 27
  • 28. 4.SL.1 Engage effectively in a range of LS.R5 collaborative discussion (one-on-one, in Participate in group discussions. groups, and teacher-led) with diverse partners LS.E3 on grade 4 topics and texts, building on Interpret and respond to questions and others’ ideas and expressing their own clearly. evaluate responses both as interviewer and interviewee. LS.E4III-SL-1: HI-5: demonstrating relationships Predict, clarify, analyze and critique aamong facts, ideas or events using academic speaker’s information and point of view.vocabulary in classroom discussions. (e.g.,problem/solution, cause/effect, etc.) III-SL-1: HI-8: responding to social conversations by rephrasing and repeating F F √+ √+ √+ √+ information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts. III-SL-2: HI-4: participating in socio-functional communication tasks using complete sentences.II-SL-2: HI-5: asking and responding to academic questions in complete sentences (e.g., expressing possibilities and probabilities,hypothetical questions, etc.). 4.SL.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other F √+ √+ √+ √+ √+ information known about the topic to explore ideas under discussion. 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles. F √+ √+ √+ √+ √+ 28
  • 29. 4.SL.1c Pose and respond to specificquestions to clarify or follow up on information,and make comments that contribute to thediscussion and link to the remarks of others.III-SL-1: HI-6: responding to comprehensionquestions by demonstrating relationshipsamong facts, ideas or events and extending √+ F √+ √+ √+ √+the information to other relevant contextsusing appropriate academic vocabulary. (e.g.,problem/solution, cause/effect,compare/contrast, etc.)III-SL-1: HI-9: asking questions to clarifyideas and concepts.4.SL.1d Review the key ideas expressed andexplain their own ideas and understanding inlight of the discussion. √+ F √+ √+ √+ √+4.SL.2 Paraphrase portions of a text read LS.R5aloud or information presented in diverse Participate in group discussions.media and formats, including visually, LS.E3quantitatively, and orally. Interpret and respond to questions and evaluate responses both as interviewer and √+ F interviewee. LS.E4 Predict, clarify, analyze and critique a speaker’s information and point of view.4.SL.3 Identify the reasons and evidence a LS.E4speaker provides to support particular points. Predict, clarify, analyze and critique a √+ F √+ √+ speaker’s information and point of view. 29
  • 30. 4.SL.4 Report on a topic or text, tell a story, or LS.E1recount an experience in an organized Prepare and deliver an organized speechmanner, using appropriate facts and relevant, and effectively convey the messagedescriptive details to support main ideas or through verbal and nonverbalthemes; speak clearly at an understandable communications with a specific audience.pace. LS.E2 Prepare and deliver an oral report in aIII-SL-1: HI-5: demonstrating relationships content area and effectively convey theamong facts, ideas or events using academic information through verbal and nonverbalvocabulary in classroom discussions. (e.g., communications with a specific audience.problem/solution, cause/effect, etc.) √+ √+ √+ F √+III-SL-2: HI-7: sharing personalexperiences/stories with descriptive languagesupported by details and examples incomplete sentences.III-SL-2: HI-8: presenting a variety of oralreports (e.g., expository, cause and effect,persuasive, etc.) containing specific andaccurate academic vocabulary, anintroduction, body, conclusion, transitions andvisual aids. 30
  • 31. 4.SL.5 Add audio recordings and visual VP.E1displays to presentations when appropriate to Analyze visual media for language, subjectenhance the development of main ideas or matter and visual techniques used tothemes. influence opinions, decision making and cultural perceptions. VP.E2 Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images. VP.E3 Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness. √+ √+ F √+ √+ √+ 31
  • 32. 4.SL.6 Differentiate between contexts that call LS.E1for formal English (e.g., presenting ideas) and Prepare and deliver an organized speechsituations where informal discourse is and effectively convey the message throughappropriate (e.g., small-group discussion); use verbal and nonverbal communications with aformal English when appropriate to task and specific audience.situation.III-SL-2: HI-2: presenting dialogue, skits anddrama using appropriate rhythm, rate,phrasing and expression. √+ 32
  • 33. Language Common Core Standards/AZ U1 U2 U3 U4 U5 U6 Standards Alignment4.L.1 Demonstrate command of the See Writing Addendum:conventions of standard English grammar and Writing Elements W04.S2, W05.S2,usage when writing or speaking. W06.S2 √+ √+4.L.1a Use relative pronouns (who, whose,whom, which, that) and relative adverbs(where, when, why).III-L-1 (PRO): HI-6: using interrogative √+ √+ √+ √+ √+ √+pronouns who, whom, what, which andwhose. 33
  • 34. 4.L.1b Form and use the progressive (e.g., Iwas walking; I am walking; I will be walking)verb tenses.III-L-1 (V): HI-7: producing declarative,negative, and interrogative sentences usingpresent progressive tense verbs with subject-verb agreement.III-L-1 (V): HI-8: differentiating between theuse of simple present and present progressiveverb tenses.III-L-1 (V): HI-16: producing declarative,negative, and interrogative sentences usingthe past progressive tense with subject-verbagreement.III-L-1(V): HI-18: producing sentences usingmodal auxiliary verbs (i.e., will, can, could,may, might, must, should, would) andnegative modal auxiliary verbs (i.e., cannot, √+ √+ √+ √+should not) with subject-verb agreement.III-L-1 (V): HI-19: producing declarative,negative, and interrogative sentences usingthe future progressive tense with subject-verbagreement(III-L-1 (Q): HI-4: producing Yes/No questionsin the present progressive tense.)(III-L-1 (Q): HI-7: producing Yes/No questionsin the past progressive tense)(III-L-1 (Q): B-8: producing Yes/No questionsin the futureprogressive tense.)(III-L-1-(Q): HI-10: producing Yes/No 34questions in the present perfect progressivetense.)
  • 35. 4.L.1c Use modal auxiliaries (e.g., can, may,must) to convey various conditions.III-L-1: HI-17: distinguishing between the auxiliary(helping) verb and the main verb.III-L-1: HI-18: producing sentences usingmodal auxiliary verbs (i.e., will, can, could, √+ √+ √+ √+ √+may, might, must, should, would) andnegative modal auxiliary verbs (i.e., cannot,should not) with subject-verb agreement.III-L-1 (PH/CL): HI-9: using auxiliary and/ormodal auxiliary verb phrases in a completesentence.4.L.1d Order adjectives within sentencesaccording to conventional patterns (e.g., asmall red bag rather than a red small bag). √+ √+ √+ √+ √+III-L-1 (ADJ): HI-1: producing a series ofadjectives in the correct order (i.e.,quantity/concept/size/shape/ color). 35
  • 36. 4.L.1e Form and use prepositional phrases.(III-L-1 (PREP): HI-1: using prepositions oflocation.)(III-L-1 (PREP): HI-2: using prepositions ofdirection.)(III-L-1 (PREP): HI-3: using prepositions oftime.)(III-L-1 (PREP): HI-5: using prepositions ofaction and movement (including compoundprepositions).)(III-L-1 (PREP): HI-6: using prepositions ofopposition.)(III-L-1 (PREP): HI-7: using prepositions ofexception (i.e., despite, except).) √+ √+ √+III-L-1 (PH/CL): HI-6: using a prepositionalphrase in a complete sentence.(III-L-1 (SC): HI-9: producing sentences usinga subject + “to be” + prepositional phrase, withsubjectverb agreement. (S-V-P))(III-L-1 (SC): HI-10: producing sentences (S-V-O-P) using subjects, verbs andprepositional phrases, with subject-verbagreement.)(III-L-1 (SC): HI-11: producing sentencesusing “There” + “to be” + subject +prepositional phrase, with subject-verbagreement.) 36
  • 37. 4.L.1f Produce complete sentences,recognizing and correcting inappropriatefragments and run-ons.(III-L-1(PH/CL): HI-1: using noun phrases in acomplete sentence.) (III-L-1(PH/CL): HI-2: using joined nounphrases in a complete sentence.)(III-L-1(PH/CL): HI-3: using a demonstrativeadjective and a noun in a complete sentence.)(III-L-1(PH/CL): HI-4: using a verb phrase in acomplete sentence.)(III-L-1(PH/CL): HI-5: using a joined verbphrases in a complete sentence.) √+ √+(III-L-1(PH/CL): HI-6: using a prepositionalphrase in a complete sentence.)(III-L-1 (PH/CL): HI-7: using an infinitive verbphrase to complete a sentence frame.)(III-L-1 (PH/CL): HI-8: using an adverbialphrase in a complete sentence.) (III-L-1 (PH/CL): HI-9: using auxiliary and/ormodal auxiliary verb phrases in a completesentence.)( III-L-1 (PH/CL): HI-10: using degree adverbs+ adjectives in a complete sentence.) 37
  • 38. (III-L-1 (PH/CL): HI-11: using linking verbs +noun/adjective complement in a completesentence.)(III-L-1 (PH/CL): HI-14: using noun clauses.)(III-L-1 (SC): HI-2: producing sentences usingsubjects and verbs, with subject-verbagreement. (S-V)) (III-L-1 (SC): HI-3: producing sentences inthe negative SV construction (subject +auxiliary verb + not + verb), with subject-verbagreement.)(III-L-1 (SC): HI-4: producing sentences witha pronoun as the subject using S-V-Cconstruction, with subject-verb agreement.) √+ √+(III-L-1 (SC): HI-5: producing sentences witha noun as the subject using S-V-Cconstruction, with subject-verb agreement.)(III-L-1 (SC): HI-6: producing sentences witha plural noun as the subject using S-V-Cconstruction, with subject-verb agreement.)(III-L-1 (SC): HI-7: producing sentences withan adjective as the complement using S-V-Cconstruction, with subject-verb agreement.)(III-L-1 (SC): HI-8: producing sentences in thenegative construction with a subject + “to be”+ adjective as the complement, withsubjectverb agreement. (S-V-C)) 38
  • 39. (III-L-1 (SC): HI-9: producing sentences usinga subject + “to be” + prepositional phrase, withsubjectverb agreement. (S-V-P))(III-L-1 (SC): HI-10: producing sentences (S-V-O-P) using subjects, verbs andprepositional phrases with subject-verbagreement.)(III-L-1 (SC): HI-11: producing sentencesusing “There” + “to be” + subject +prepositional phrase, with subject-verbagreement.)(III-L-1 (SC): HI-12: producing sentencesusing subjects + verbs + direct object (noun),with subject-verb agreement.) √+ √+(III-L-1 (SC): HI-13: producing sentencesusing subjects + verbs + object pronouns, withsubject-verb agreement.)(III-L-1 (SC): HI-14: producing sentencesusing adverbs to modify verbs.)III-L-1 (SC): HI-15: producing imperativesentences.III-L-1 (SC): HI-16: producing compoundsentences. (III-L-1 (SC): HI-17: producing sentencesusing subject + verb + object (S-V-O) withsubject-verb agreement.) 39
  • 40. (III-L-1 (SC): HI-18: producing sentencesusing subject + verb + direct object + indirectobject (S-V-DO-IO) with subject-verbagreement.)III-L-1 (SC): HI-19: producing sentencesusing the passive voice.III-L-1 (SC): HI-20: producing a sentenceusing presentreal conditional.HI-22: producing a compound sentence usingan independent clause + semi colon +conjunctive adverb + independent clauseIII-L-1 (SC): HI-21: constructing a sentence √+ √+using reflexive pronouns.III-L-1 (SC): HI-22: producing a compoundsentence using an independent clause + semicolon + conjunctive adverb + independentclause. (III-L-1-(Q): HI-1: producing questions usinginflection when produced orally.)(III-L-1-(Q): HI-2: producing Yes/No questionsin the simple present tense using “to do.”)(III-L-1-(Q): HI-3: producing Yes/No questionsbeginning with “to be” and containing acomplement in a variety of verb tenses.) 40
  • 41. (III-L-1-(Q): HI-4: producing Yes/No questionsin the present progressive tense.)(III-L-1-(Q): HI-5: producing Yes/No questionsin the simple past tense.)(III-L-1-(Q): HI-6: producing Yes/No questionsin the simple future tense with instructionalsupport.)(III-L-1-(Q): HI-7: producing Yes/No questionsin the past progressive tense.)(III-L-1-(Q): B-8: producing Yes/No questionsin the future progressive tense.)(III-L-1-(Q): HI-9: producing Yes/No questionsin the present perfect tense.) √+ √+(III-L-1-(Q): HI-10: producing Yes/Noquestions in the present perfect progressivetense.)(III-L-1-(Q): HI-11: producing interrogativesentences beginning with “What.”)(III-L-1-(Q): HI-12: producing interrogativesentences beginning with “Where.”)(III-L-1-(Q): HI-13: producing interrogativesentences beginning with “Who” or “Whom.”)(III-L-1-(Q): HI-14: producing interrogativesentences beginning with “When.”)(III-L-1-(Q): HI-15: producing interrogativesentences beginning with “Why.”) 41
  • 42. (III-L-1-(Q): HI-16: producing interrogativesentences beginning with “How.”)(III-L-1-(Q): HI-17: producing interrogativesentences beginning with “Which.”)III-L-1-(Q): HI-18: producing interrogativesentences beginning with “Whose.”III-L-1-(Q): HI-19: producing questions with“to be” + “there” + subject + preposition +noun. √+ √+III-L-1-(Q): HI-20: producing Yes/Noquestions using modal auxiliaries.III-L-1-(Q): HI-21: producing an interrogativesentence, introduced by an auxiliary verbwhich offers two or more alternativeresponses.III-L-1-(Q): HI-22: producing questions,including negative construction, withcontraction4.L.1g Correctly use frequently confusedwords (e.g., to, too, two; there, their).III-L-2: HI-10: using context clues in a varietyof content texts to confirm the intended √+ √+ √+ √+ √+ √+meaning of grade-level homonyms andmultiplemeaning words.4.L.2 Demonstrate command of the See Writing Addendum:conventions of standard English capitalization, Writing Elements W04.S2 √+ √+ √+punctuation, and spelling when writing.4.L.2a Use correct capitalization. √+ √+ √+ √+ √+ √+ 42
  • 43. 4.L.2b Use commas and quotation marks tomark direct speech and quotations from a text. √+ √+ √+ √+ √+4.L.2c Use a comma before a coordinatingconjunction in a compound sentence. √+ √+ √+ √+4.L.2d Spell grade-appropriate wordscorrectly, consulting references as needed. √+ √+ √+4.L.3 Use knowledge of language and its See Writing Addendum:conventions when writing, speaking, reading, Writing Elements W04.S2, W06.S2 √+ F √+or listening.4.L.3a Choose words and phrases to conveyideas precisely. √+ √+ √+ √+4.L.3b . Choose punctuation for effect. √+ √+ √+4.L.3c Differentiate between contexts that callfor formal English (e.g., presenting ideas) andsituations where informal discourse is √+ √+ √+appropriate (e.g., small-group discussion). 43
  • 44. 4.L.4 Determine or clarify the meaning of R04.S1C4.01unknown and multiple-meaning words and Use knowledge of root words and affixes tophrases based on grade 4 reading and determine the meaning of unknown words.content, choosing flexibly from a range of R04.S1C4.02strategies. Use context to determine the relevant meaning of a word.(III-L-2: HI-2: identifying the meaning/usage R04.S1C4.05of sight words and utilizing them in context.) Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and(III-L-2: HI-3: identifying the meaning/usage parts of speech of words by using a variety of F F √+ √+of high frequency words and utilizing them in reference aids, including dictionaries,context.) thesauri, glossaries, and CD-ROM and Internet when available.(III-L-2: HI-4 explaining the meaning and S1C4 (7%)usage of grade-specific academic vocabularyand symbols.)4.L.4a Use context (e.g., definitions, S1C4 (7%)examples, or restatements in text) as a clue tothe meaning of a word or phrase.III-L-2: HI-10: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level homonyms and F √+ √+ √+ √+ √+multiple meaning words.III-L-2: HI-12: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level content words. 44
  • 45. 4.L.4b Use common, grade-appropriate Greek S1C4 (7%)and Latin affixes and roots as clues to themeaning of a word (e.g., telegraph,photograph, autograph).III-L-2: HI-7: using knowledge of base/root √+ √+ √+ √+words and affixes (prefixes and suffixes) todetermine the meaning of unknown gradelevelcontent words.4.L.4c Consult reference materials (e.g., S1C4 (7%)dictionaries, glossaries, thesauruses), bothprint and digital, to find the pronunciation anddetermine or clarify the precise meaning ofkey words and phrases. √+ √+ √+ √+III-L-2: HI-14: using a dictionary to identifymeanings, spellings, and pronunciations ofgrade-level content words. 45
  • 46. 4.L.5 Demonstrate understanding of figurative R03.S1C4.06language, word relationships, and nuances in Determine the meaning of commonword meanings. synonyms, antonyms, and homonyms. R04.S1C4.03III-L-2: HI-13: interpreting the meaning of Determine the difference between figurativefigurative language including in a variety of language and literal language.grade-level texts. R04.S1C4.04 Identify figurative language, including similes, personification, and idioms. R04.S1C4.05 Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of F F √+ √+ √+ reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. R04.S1C4.06 Identify antonyms, synonyms, and homonyms for given words within text. S1C4 (7%)4.L.5a Explain the meaning of simple similes S1C4 (7%)and metaphors (e.g., as pretty as a picture) incontext. √+ F √+ √+ √+ √+4.L.5b Recognize and explain the meaning of S1C4 (7%)common idioms, adages, and proverbs. F √+ √+ √+ 46
  • 47. 4.L.5c Demonstrate understanding of words S1C4 (7%)by relating them to their opposites (antonyms)and to words with similar but not identicalmeanings (synonyms). F √+ √+ √+III-L-2: HI-9: completing and explaininganalogous relationships (e.g., bravery:courage :: smooth: ______).4.L.6 Acquire and use accurately grade- See Writing Addendum:appropriate general academic and domain- Writing Elements W04.S2specific words and phrases, including those S1C4 (7%)that signal precise actions, emotions, or statesof being (e.g., quizzed, whined, stammered)and that are basic to a particular topic (e.g.,wildlife, conservation, and endangered whendiscussing animal preservation). F 47