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RMD                                                       DRAFT DOCUMENT Updated August 2011       Georgia Department of E...
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Gr. 4 Crosswalk

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Gr. 4 Crosswalk

  1. 1. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education rd rd 4 CCGPS 4 GPS READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strandELACC4RL1: Refer to details and examples in a text ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofwhen explaining what the text says explicitly and when literary and informational texts.drawing inferences from the text. (E) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student b. Makes predictions using prior knowledge. ELA2R4 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student b. Makes predictions from text content.ELACC4RL2: Determine a theme of a story, drama, or ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofpoem from details in the text; summarize the text. (W) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Relates theme in works of fiction to personal experience. g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. h. Identifies themes and lessons in folktales, tall tales, and fables. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Summarizes text content. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student e. Summarizes text content.ELACC4RL3: Describe in depth a character, setting, or ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofevent in a story or drama, drawing on specific details in literary and informational texts.the text (e.g., a character’s thoughts, words, or actions). For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:(G) b. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.ELACC4RL4: Determine the meaning of words and ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentphrases as they are used in a text, including those that f. Identifies the meaning of common idioms and figurative phrases.allude to significant characters found in mythology (e.g., ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofHerculean). (G) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Compares traditional literature and mythology from different cultures. j. Identifies and analyzes similarities and differences in mythologies from different cultures.ELACC4RL5: Explain major differences between poems, ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofdrama, and prose, and refer to the structural elements literary and informational texts.of poems (e.g., verse, rhythm, meter) and drama (e.g., For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:casts of characters, settings, descriptions, dialogue, c. Identifies the speaker of a poem or story.stage directions) when writing or speaking about a text. d. Identifies sensory details and figurative language.(G) i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 1 of 15 All Rights Reserved
  2. 2. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed.ELACC4RL6: Compare and contrast the point of view ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety offrom which different stories are narrated, including the literary and informational texts.difference between first- and third-person narrations. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:(G) c. Identifies the speaker of a poem or story. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: f. Identifies the speaker and recognizes the difference between first- and third-person narrations.ELACC4RL7: Make connections between the text of a ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofstory or drama and a visual or oral presentation of the literary and informational texts.text, identifying where each version reflects specific For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:descriptions and directions in the text. (G) b. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed.ELACC4RL8: (Not applicable to literature)ELACC4RL9: Compare and contrast the treatment of ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofsimilar themes and topics (e.g., opposition of good and literary and informational texts.evil) and patterns of events (e.g., the quest) in stories, For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:myths, and traditional literature from different cultures. h. Identifies themes and lessons in folktales, tall tales, and fables.(E) ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Compares traditional literature and mythology from different cultures. j. Identifies and analyzes similarities and differences in mythologies from different cultures.ELACC4RL10: By the end of the year, read and ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofcomprehend literature, including stories, dramas, and literary and informational texts.poetry, in the grades 4-5 text complexity band ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year.proficiently, with scaffolding as needed at the high end The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines,of the range. (W) newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 2 of 15 All Rights Reserved
  3. 3. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education 4th CCGPS 4thGPS READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strandELACC4RI1: Refer to details and examples in a text ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofwhen explaining what the text says explicitly and literary and informational texts.when drawing inferences from the text. (E) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student b. Makes predictions using prior knowledge. ELA2R4 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student b. Makes predictions from text content.ELACC4RI2: Determine the main idea of a text and ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofexplain how it is supported by key details; summarize literary and informational texts.the text. (E) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: f. Summarizes main ideas and supporting details. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Summarizes text content. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student e. Summarizes text content.ELACC4RI3: Explain events, procedures, ideas, or ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofconcepts in a historical, scientific, or technical text, literary and informational texts.including what happened and why, based on specific For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofinformation in the text. (G) reading that: c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context.ELACC4RI4: Determine the meaning of general ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentacademic language and domain-specific words or a. Reads a variety of texts and incorporates new words into oral and written language.phrases in a text relevant to a grade 4 topic or subject b. Determines the meaning of unknown words using their context.area. (W)ELACC4RI5: Describe the overall structure (e.g., ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofchronology, comparison, cause/effect, literary and informational texts.problem/solution) of events, ideas, concepts, or For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofinformation in a text or part of a text. (G) reading that: b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: e. Distinguishes cause from effect in context. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 3 of 15 All Rights Reserved
  4. 4. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of EducationELACC4RI6: Compare and contrast a firsthand and ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofsecondhand account of the same event or topic; literary and informational texts.describe the differences in focus and the information For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofprovided. (W) reading that: g. Makes perceptive and well-developed connections.ELACC4RI7: Interpret information presented visually, ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety oforally, or quantitatively (e.g., in charts, graphs, literary and informational texts.diagrams, time lines, animations, or interactive For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofelements on Web pages) and explain how the reading that:information contributes to an understanding of the c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations).text in which it appears. (E) ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations).ELACC4RI8: Explain how an author uses reasons and ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofevidence to support particular points in a text. (W) literary and informational texts. ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information.ELACC4RI9: Integrate information from two texts on ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofthe same topic in order to write or speak about the literary and informational texts.subject knowledgeably. (G) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence)that: g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.ELACC4RI10: By the end of the year, read and ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofcomprehend informational texts, including literary and informational texts.history/social studies, science, and technical texts, in ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. Thethe grades 4-5 text complexity band proficiently, with materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers,scaffolding as needed at the high end of the range. (W) textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five differentAlignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 4 of 15 All Rights Reserved
  5. 5. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education 4thCCGPS 4thGPS READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strandELACC4RF3: Know and apply grade-level phonics and ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.word analysis skills in decoding words. (E)a. Use combined knowledge of all letter-sound ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentcorrespondences, syllabication patterns, and c. Identifies the meaning of common root words to determine the meaning of unfamiliar words.morphology (e.g., roots and affixes) to read accurately ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makesunfamiliar multi-syllabic words in context and out of meaning clear to listeners. The studentcontext. (E) a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.ELACC4RF4: Read with sufficient accuracy and fluency ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makesto support comprehension. (E) meaning clear to listeners.a. Read on-level text with purpose and understanding. ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes(G) meaning clear to listeners. ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student b. Reads familiar text with expression.b. Read on-level prose and poetry orally with accuracy, ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makesappropriate rate, and expression on successive meaning clear to listeners. The studentreadings. (E) c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).c. Use context to confirm or self-correct word ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makesrecognition and understanding, rereading as necessary. meaning clear to listeners. The student(E) b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting strategies).Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 5 of 15 All Rights Reserved
  6. 6. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education 4th CCGPS 4thGPS WRITING (W) Color key: different grade level/ Color key: different domain or strandELACC4W1: Write opinion pieces on topics or texts, ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages thesupporting a point of view with reasons: (E) reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Supports a position with relevant evidence.a. Introduce a topic or text clearly, state an opinion, and ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages thecreate an organizational structure in which related ideas reader, maintains a coherent focus throughout, and signals a satisfying closure. The studentare grouped to support the writer’s purpose. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position. e. Creates an organizing structure appropriate to a specific purpose, audience, and context.b. Provide reasons that are supported by facts and ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that:details. (E) b. States a clear position. c. Supports a position with relevant evidence. d. Excludes extraneous details and inappropriate information. ELA3R3 The student uses a variety of strategies to gain meaning form grade-level text. The student d. Distinguishes fact from opinion.c. Link opinion and reasons using words and phrases ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the(e.g., for instance, in order to, in addition). (E) reader, maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements).d. Provide a concluding statement or section related to ELA4W2 The student demonstrates competence in a variety of genres.the opinion presented. (E) The student produces a persuasive essay that: f. Provides a sense of closure to the writing. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: f. Provides a sense of closure to the writing.ELACC4W2: Write informative/explanatory texts to ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages theexamine a topic and convey ideas and information reader, maintains a coherent focus throughout, and signals a satisfying closure. The studentclearly. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA4W2 The student demonstrates competence in a variety of genres.a. Introduce a topic clearly and group related information ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 6 of 15 All Rights Reserved
  7. 7. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Educationin paragraphs and sections; include formatting (e.g., reader, maintains a coherent focus throughout, and signals a satisfying closure. The studentheadings), illustrations, and multimedia when useful to a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formataiding comprehension. requirements.(E) ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: c. Creates an organizing structure appropriate to a specific purpose, audience, and context. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. ELA6W3 The student uses research and technology to support writing. The student b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).b. Develop the topic with facts, definitions, concrete ELA4W2 The student demonstrates competence in a variety of genres.details, quotations, or other information and examples The student produces informational writing (e.g., report, procedures, correspondence) that:related to the topic. (E) a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.c. Link ideas within categories of information using words ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages theand phrases. (e.g., another, for example, also, because). reader, maintains a coherent focus throughout, and signals a satisfying closure. The student(E) d. Uses appropriate structures to ensure coherence (e.g., transition elements).d. Use precise language and domain-specific vocabulary ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentto inform about or explain the topic. a. Reads a variety of texts and incorporates new words into oral and written language.(G)e. Provide a concluding statement or section related to ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages thethe information or explanation presented. (E) reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: h. Provides a sense of closure to the writing. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: f. Provides a sense of closure to the writing.ELACC4W3: Write narratives to develop real or ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages theimagined experiences or events using effective reader, maintains a coherent focus throughout, and signals a satisfying closure.technique, descriptive details, and clear event a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatsequences: (E) requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA4W2 The student demonstrates competence in a variety of genres. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 7 of 15 All Rights Reserved
  8. 8. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.a. Orient the reader by establishing a situation and ELA4W2 The student demonstrates competence in a variety of genres.introducing a narrator and/or characters; organize an The student produces a narrative that:event sequence that unfolds naturally. (E) a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, setting, and conflict, and/or the significance of events. c. Creates an organizing structure.b. Use dialogue and description to develop experiences ELA4W2 The student demonstrates competence in a variety of genres.and events or show the responses of characters to The student produces a narrative that:situations. (E) d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.c. Use a variety of transitional words and phrases to ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages themanage the sequence of events. (E) reader, maintains a coherent focus throughout, and signals a satisfying closure. d. Uses appropriate structures to ensure coherence (e.g., transition elements).d. Use concrete words and phrases and sensory details to ELA4W2 The student demonstrates competence in a variety of genres.convey experiences and events precisely. (E) The student produces a narrative that: d. Includes sensory details and concrete language to develop plot and character.e. Provide a conclusion that follows from the narrated ELA4W2 The student demonstrates competence in a variety of genres.experiences or events. (E) The student produces a narrative that: h. Provides a sense of closure to the writing.ELACC4W4: Produce clear and coherent writing in ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages thewhich the development and organization are reader, maintains a coherent focus throughout, and signals a satisfying closure. The studentappropriate to task, purpose, and audience. (Grade- a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatspecific expectations for writing types are defined in requirements.Standards 1–3 above.) (E) b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voce, and otherwise developing reader interest.ELACC4W5: With guidance and support from peers and ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The studentadults, develop and strengthen writing as needed by a. Plans and drafts independently and resourcefully.planning, revising, and editing. (Editing for conventions b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.should demonstrate command of Language standards c. Edits to correct errors in spelling, punctuation, etc.1–3 up to and including grade 4 on pages 28 and 29.) (E)ELACC4W6: With some guidance and support from ELA4W3 The student uses research and technology to support writing. The studentadults, use technology, including the Internet, to a. Acknowledges information from sources.produce and publish writing as well as to interact and b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables ofcollaborate with others; demonstrate sufficient contents).command of keyboarding skills to type a minimum of c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 8 of 15 All Rights Reserved
  9. 9. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Educationone page in a single sitting. (E) newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).ELACC4W7: Conduct short research projects that build ELA4W3 The student uses research and technology to support writing. The studentknowledge through investigation of different aspects of b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables ofa topic. (E) contents). c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).ELACC4W8: Recall relevant information from ELA4W3 The student uses research and technology to support writing. The studentexperiences or gather relevant information from print a. Acknowledges information from sources.and digital sources; take notes and categorize ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources.information, and provide a list of sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant(G) information.ELACC4W9: Draw evidence from literary or ELA4W2 The student demonstrates competence in a variety of genres.informational texts to support analysis, reflection, and The student produces a response to literature that:research. (G) b. Advances a judgment that is interpretive, evaluative, or reflective.a. Apply grade 4 Reading standards to literature (e.g., ELA4W2 The student demonstrates competence in a variety of genres.“Describe in depth a character, setting, or event in a The student produces a response to literature that:story or drama, drawing on specific details in the text c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.*e.g., a character’s thoughts, words, or actions+.” (G)b. Apply grade 4 Reading standards to informational ELA4W2 The student demonstrates competence in a variety of genres.texts (e.g., “Explain how an author uses reasons and The student produces informational writing (e.g., report, procedures, correspondence) that:evidence to support particular points in a text”). (G) b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.ELACC4W10: Write routinely over extended time ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages theframes (time for research, reflection, and revision) and reader, maintains a coherent focus throughout, and signals a satisfying closure. The studentshorter time frames (a single sitting or a day or two) for a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formata range of discipline-specific tasks, purposes, and requirements.audiences. (G) b. Writes texts of a length appropriate to address the topic or tell the story.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 9 of 15 All Rights Reserved
  10. 10. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education 4thCCGPS 4thGPS SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strandELACC4SL1: Engage effectively in a range of ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grade 4 topics andtexts, building on others’ ideas and expressing theirown clearly. (E)a. Come to discussions prepared, having read or studied ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentrequired material; explicitly draw on that preparation a. Initiates new topics in addition to responding to adult-initiated topics.and other information known about the topic to explore k. Gives reasons in support of opinions expressed.ideas under discussion. (E) l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.b. Follow agreed-upon rules for discussions and carry out ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentassigned roles. (E) a. Initiates new topics in addition to responding to adult-initiated topics. f. Displays appropriate turn-taking behaviors.c. Pose and respond to specific questions to clarify or ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentfollow up on information, and make comments that k. Gives reasons in support of opinions expressed.contribute to the discussion and link to the remarks of l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.others. (E)d. Review the key ideas expressed and explain their own ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentideas and understanding in light of the discussion. (G) d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).ELACC4SL2: Paraphrase portions of a text read aloud or ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentinformation presented in diverse media and formats, e. Confirms understanding by paraphrasing the adult’s directions or suggestions.including visually, quantitatively, and orally. (G) ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which the media provides a source of entertainment as well as a source of information. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student e. Confirms understanding by paraphrasing the adult’s directions or suggestions.ELACC4SL3: Identify the reasons and evidence a ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentspeaker provides to support particular points. k. Gives reasons in support of opinions expressed.(E) l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.ELACC4SL4: Report on a topic or text, tell a story, or ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentrecount an experience in an organized manner, using ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadeappropriate facts and relevant, descriptive details to others, and express and understand ideas.support main ideas or themes; speak clearly at an When delivering or responding to presentations, the student:understandable pace. (G) a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 10 of 15 All Rights Reserved
  11. 11. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education in resource materials.ELACC4SL5: Add audio recordings and visual displays to ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadepresentations when appropriate to enhance the others, and express and understand ideas.development of main ideas or themes. (E) When delivering or responding to presentations, the student: b. Uses notes, multimedia, or other memory aids to structure the presentation.ELACC4SL6: Differentiate between contexts that call for ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadeformal English (e.g., presenting ideas) and situations others, and express and understand ideas.where informal discourse is appropriate (e.g., small- When delivering or responding to presentations, the student:group discussion); use formal English when appropriate d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.to task and situation. (See grade 4 Language standards 1on pages 28 and 29 for specific expectations.) (G)Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. 4thCCGPS 4th GPS LANGUAGE (L) Color key: different grade level/ Color key: different domain or strandELACC4L1: Demonstrate command of the conventions ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English grammar and usage when writing or appropriate application of conventions and grammar in both written and spoken formatsspeaking. (E)a. Use relative pronouns (who, whose, whom, which, ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thethat) and relative adverbs (where, when, why). (G) appropriate application of conventions and grammar in both written and spoken formats. The student b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb). ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Identifies and writes correctly punctuated adjective and adverb clauses.b. Form and use the progressive (e.g., I was walking; I am ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thewalking; I will be walking) verb aspects. (G) appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses.c. Use modal auxiliaries (e.g., can, may, must) to convey ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thevarious conditions. (W) appropriate application of conventions and grammar in both written and spoken formats. The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 11 of 15 All Rights Reserved
  12. 12. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education c. Uses and identifies verb phrases and verb tenses.d. Order adjectives within sentences according to ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theconventional patterns (e.g., a small red bag rather than a appropriate application of conventions and grammar in both written and spoken formats. The studentred small bag). (G) a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). ELA10C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses, agreement).e. Form and use prepositional phrases. (G) ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. vii. Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers).f. Produce complete sentences, recognizing and ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thecorrecting rhetorically poor fragments and run-ons.* (G) appropriate application of conventions and grammar in both written and spoken formats. The student a. Recognizes the subject-predicate relationship in sentences. c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student e. Distinguishes between complete and incomplete sentences.g. Correctly use frequently confused words (e.g., to, too, ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thetwo; there, their).* (E) appropriate application of conventions and grammar in both written and spoken formats. The student g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).h. Writes legibly in cursive, leaving spaces between ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theletters in a word and between words in a sentence. (E) appropriate application of conventions and grammar in both written and spoken formats.This element was added during ELA precision review. e. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.ELACC4L2: Demonstrate command of the conventions ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.spelling when writing. (E)a. Use correct capitalization. (E) ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).b. Use commas and quotation marks to mark direct ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thespeech and quotations from a text. (E) appropriate application of conventions and grammar in both written and spoken formats. c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). ELA8W2 The student demonstrates competence in a variety of genres. The student produces a piece of writing drawn from research that: e. Records important ideas, concepts, and direct quotations from significant information sources, and paraphrases and summarizes all perspectives on the topic, as appropriate.c. Use a comma before a coordinating conjunction in a ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 12 of 15 All Rights Reserved
  13. 13. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Educationcompound sentence. (G) appropriate application of conventions and grammar in both written and spoken formats. The student f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragments and run-ons).d. Spell grade-appropriate words correctly, consulting ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thereferences as needed. (E) appropriate application of conventions and grammar in both written and spoken formats. The student f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student l. Uses common rules of spelling and corrects words using dictionaries and other resources.ELACC4L3: Use knowledge of language and its ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theconventions when writing, speaking, reading, or appropriate application of conventions and grammar in both written and spoken formats.listening. (E)a. Choose words and phrases to convey ideas precisely.* ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the(G) reader, maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA7W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student d. Edits writing to improve word choice after checking the precision of the vocabulary. ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.b. Choose punctuation for effect.* (G) ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments)c. Differentiate between contexts that call for formal ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadeEnglish (e.g., presenting ideas) and situations where others, and express and understand ideas.informal discourse is appropriate (e.g., small-group When delivering or responding to presentations, the student:discussion). (G) d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).ELACC4L4: Determine or clarify the meaning of ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.unknown and multiple-meaning words and phrasesbased on grade 4 reading and content, choosing flexiblyfrom a range of strategies. (G)a. Use context (e.g., definitions, examples, or ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.restatements in text) as a clue to the meaning of a word b. Determines the meaning of unknown words using their context.or phrase. (E) h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 13 of 15 All Rights Reserved
  14. 14. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.b. Use common, grade-appropriate Greek and Latin ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theaffixes and roots as clues to the meaning of a word (e.g., appropriate application of conventions and grammar in both written and spoken formats. The studenttelegraph, photograph, autograph). (E) d. Uses and identifies words or word parts from other languages that have been adopted into the English language. ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.c. Consult reference materials (e.g., dictionaries, ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentglossaries, thesauruses), both print and digital, to find d. Determines meanings of words and alternate word choices using a dictionary or thesaurus.the pronunciation and determine or clarify the precisemeaning of key words and phrases. (E)ELACC4L5: Demonstrate understanding of figurative ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.language, word relationships, and nuances in wordmeanings. (G)a. Explain the meaning of simple similes and metaphors ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student(e.g., as pretty as a picture) in context. (G) f. Identifies the meaning of common idioms and figurative phrases.b. Recognize and explain the meaning of common ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.idioms, adages, and proverbs. (G) f. Identifies the meaning of common idioms and figurative phrases.c. Demonstrate understanding of words by relating them ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentto their opposites (antonyms) and to words with similar i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.but not identical meanings (synonyms). (E)ELACC4L6: Acquire and use accurately grade- ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentappropriate general academic and domain-specific a. Reads a variety of texts and incorporates new words into oral and written language.vocabulary, including words and phrases that signal ELA6RC3 The student acquires new vocabulary in each content area and uses it correctly. The studentprecise actions, emotions, or states of being (e.g., a. Demonstrates an understanding of contextual vocabulary in various subjects.quizzed, whined, stammered) and words and phrases b. Uses content vocabulary in writing and speaking.basic to a particular topic (e.g., wildlife, conservation, c. Explores understanding of new words found in subject area texts.and endangered when discussing animal preservation).(G)Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 14 of 15 All Rights Reserved
  15. 15. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 15 of 15 All Rights Reserved

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