Grade 4

Vocabulary Development and Word Analysis:Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Reading Literature and Informational Texts - Craft and Structure Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Reading Literature and Informational Text - Comprehension, Response, and Analysis Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works, and literature from many periods.

Writing – Processes and Features Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Grammar and Usage Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Speaking and Listening: Comprehension and Collaboration Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.

Know and apply grade-level phonics and word analysis skills in spelling and decoding words

Understand word relationships

Determine meanings of general academic language and domain- specific words (based on fourth grade reading, topic or content area)

Use grade appropriate general academic vocabulary and domain specific words and phrases taught directly and acquired through reading and responding to text

Understand words and phrases in text that allude to significant characters found in mythology (e.g. Herculean) drawing on a wide reading of myths from a variety of cultures

Explain major differences between poetry and prose

Distinguish between various types of literary genre 

Use text features and search tools to locate and process information relevant to a given topic

Distinguish major categories of literary genre (e.g. stories from poems, fiction from non-fiction)

 Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answer

Use information from illustrations, print features and other visual elements to develop an understanding of the text

Determine the main idea of a text and explain how it is supported by key details

Use key supporting details and evidence in stories, fables, folktales, biblical stories, myths from diverse cultures or non-fiction to determine the theme of a text, lessons or morals

Describe in detail a character, event, or setting, drawing onspecificdetailsinthetext(e.g.,froma character’s thoughts, words, deeds, interactions with others)

Describe the sequence of events in an historical or scientific account, including what happened and why, based on specific information in a text

Use a variety of reading strategies to achieve meaning while reading

Communicate thoughts, feelings, judgments, understanding, personal experiences and attitudes, draw conclusions and make predictions after reading or listening to material of grade level text

Identify a purpose for reading and appreciate various forms of literature 

Recognize basic similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions)

Read to and with others

Read grade appropriate text with sufficient accuracy and fluency to support comprehension.

Read signs and symbols used across curriculum content areas(e.g.,maps,temperature,and charts).

Interpret written directions for grade level materials

Apply Catholic values and teachings in the evaluation of literary themes and plots.

Read and follow written directions for grade level materials

Apply conventions of print in meaningful writing activities: correct letter formation in both manuscript and cursive,correct spelling,capitalization,correct indentation of paragraphs, punctuation

Use prewriting strategies (e.g., webbing, mapping, outlining, clustering and note taking)

Write in a variety of genre and style appropriate to task, purpose and audience: thank you notes, friendly letter, address envelopes for correspondence

Develop a paragraph including: topic sentence, supporting sentences (3-5).unity d. coherence, proper punctuation (final draft)

Write opinions 

Write informative/explanatory documents  

Write narratives 

Strengthen writing as needed by planning, revising and editing 

Perform short focused research tasks that build knowledge through investigation of different aspects of a topic using several source

Write routinely for a range of tasks, purposes and audiences, over short and extended time frames

Use technology including internet to produce writing (with guidance from adults)

Observe conventions of grammar and usage in writing and speaking 

Observe conventions of capitalization,punctuation, and spelling.  

Produce legible written work applying the standards of correct cursive.

Make effective language choices

Initiate and engage in group discussions on fourth grade topics and texts being studied in class

Paraphrase the key information or ideas presented graphically, visually, orally, or multimodal

Identify the claims and supporting evidence presented by the speaker

Identify the claims and supporting evidence presented by the speaker

Incorporate visual displays and digital media presentations when appropriate

Speak coherently with appropriate volume, enunciation, rate, fluency and expression

Recite short poems, scripture verses, rhymes and songs

Practice the steps to focused listening: stop what they are doing and saying, clear away distractions, look toward the focal point, be able to tell the person what was heard or ask a question of the speaker, move into action if directions are given

Correctly spell root words, inflections, words with more than one acceptable spelling, suffixes, prefixes and syllables

Correctly spell grade level sight words

Understand and use “spell check” in a word processing program

Apply rules of syllabic division

Build real-life connections between words and their various uses and meanings.

Define relationships between words (e.g., how ask is like and unlike demand).

Distinguish a word from other words with similar but not identical meanings (synonyms)

Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using, semantic clues(e.g.,definitions,examples,or restatements in text); using syntactic clues (e.g., the word’s position of function in a sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital

Use known root word as a clue to the meaning of an unknown word with the sameroot(e.g., telegraph,photograph, autograph)

Use etymologies of words (Latin and Greek) to understand word meaning

Explain the meaning of simple similes and metaphors (e.g. pretty as a picture).

Paraphrase common idioms, adages, and proverbs 

Explain and create analogies

Apply dictionary and thesaurus skills to find meaning, pronunciation, related words and ideas and extend the meaning of words

Reference structural elements of poetry (e.g. stanza, verse, rhythm, meter) when speaking about poems (See CA.4.RS.5.b)

Understand the elements of fiction and non- fiction

Identify various genre (e.g., fairytales, folktales, poems, historical fiction, narratives, biography, non-fiction, Psalms, Gospels, Biblical stories – parables)

Compare the point of view from which different stories are narrated, including the difference between first and third person narratives 

Differentiate between fact and opinion

Identify in what person the text is written

Explain how author’s purpose for writing influences the contents of the selection (e.g., inform, entertain, persuade)

Distinguish the structure of poetry within a variety of poetic forms (e.g., acrostic, couplets, cinquain, free verse, concrete)

Draw on details and examples from a text to support statements about the text

Integrate information from several illustrations, print features and other visual elements to develop understanding of how the setting and characters change and the plot develops

Interpret factual information presented graphically or visually (e.g., charts, diagrams, timelines, animations and interactive elements) to explain how the information contributes to understanding text

Summarize a text to derive a theme of a story, drama, or poem from the details of the text

Distinguish between significant and insignificant details in text

Activate prior knowledge about the topic 

Use predicting and confirming strategies to achieve meaning while reading.

Self-correct when miscues interfere with meaning

Draw inferences from ideas and concepts presented in text

Explain how author’s purpose for writing influences the contents of the selection (e.g., inform, entertain, persuade).

Use context to understand word and sentence meaning

Demonstrate the ability to relate new concepts to prior knowledge

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses 

Discuss a book or story read aloud

Identify key words to draw conclusions

Make predictions based on the title of the book or about what will happen next 

Identify main idea, theme and supporting details 

Recognize cause and effect, explain why specific effect occurred based on context

Draw a picture to depict sequence after listening to or reading a story 

Compare and contrast personal knowledge and experience with events or characters within a story or text (text to self-connection)

Explain the author’s use of vocabulary during group discussions

Determine the author’s purpose for writing 

Choose age and ability appropriate material for a variety of reading purposes (“just right” books, I P.I.C.K – Daily 5)

Differentiate between fact and opinion

Compare and contrast personal experience and knowledge with events or characters in a story

Compare and contrast the adventures of characters in familiar stories.

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from ifferent cultures. (text to text connection)

Compare and contrast information drawn from two texts on the same subject

Describe how two or more texts on the same subject build on one another; provide a coherent picture of the information they convey.

Read on-level text with purpose and understanding

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, reading as necessary

Read assigned and self-selected fiction and non- fiction texts

Read across genres (myths, folktale, legend, fairytale, fable, fantasy, science fiction,autobiography, news story, mystery, contemporary fiction, historical fiction, content area, and classical literature

Self-select appropriate reading material for independent reading

Read and follow written directions for grade level materials

An opinion about a concrete topic is introduced

Create an organizing structure where related ideas are grouped to support the writer’s purpose

Provide reasons and that are supported by facts and details 

Link reasons and details together using words and phrases (e.g., so, then, for instance, in addition)

Adopt an appropriate style for sharing and defending an opinion

Provide a concluding statement or section

State a topic clearly and group related information in paragraphs and sections

Develop the topic using facts, concrete details, quotations, or other information and examples

Use appropriate links and transition words to join ideas within categories of information

Employ domain-specific vocabulary when appropriate

Provide a conclusion related to the information or explanation offered 

Identify the need for correct citation of sources to avoid plagiarism

Orient the reader by establishing a situation, introduce a narrator and/or characters, and organize an event sequence that unfolds naturally

Use narrative techniques such as dialogue and description to develop events and show the characters’ external behaviors and internal responses to events

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

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

Provide a satisfying conclusion that follows from the narrative’s events

Collaboration with adults and peers to enhance writing ideas and techniques

Use dictionary and/or thesaurus to expand vocabulary appropriate to purpose

Participate in shared research and writing projects

Gather information from experience as well as print and digital resources, take notes categorize evidence, restate information

Cite sources used

Provide basic bibliographic information using MLA format

Provisional writing – brief, daily writing that supports learning (brainstorming, spontaneous, routine tasks)

Readable writing – intended for an audience (essay test question, assignment –short response answers)

Polished writing – engaged in the full writing process (plan, research, reflect, revise; first draft, second draft, final)

Form and use the possessive verb aspects (e.g., I was walking, I am walking, I will be walking)

Form and use adjectives and adverbs (including comparative and superlative forms) placing appropriately within sentences

Produce complete sentences, avoiding rhetorically poor fragments and run-ons

Correctly use frequently confused words (e.g., two, to, too, there, their, they’re)

Use and punctuate declarative, interrogative, exclamatory and imperative sentences

Differentiate between and write simple and compound sentences

Differentiate between and write simple and compound sentences

Identify the person, case, gender, and number of nouns

Identify and use interrogative pronouns (who, whom, what, which) 

Identify, define and use adjectives

Identify and use the appropriate tense of regular verbs

Identify and use linking/state of being verbs

Identify and use irregular verbs

Identify and use prepositions

Identify and define the function of parts of speech as elements of sentence structure (simple and complete subject, simple and complete predicate)

Identify and use possessive case

Identify compound subjects and compound predicates

Use and define subject/verb agreement

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

Spell grade appropriate words correctly, consulting references as needed.

Produce grammatically correct work

Use the following marks of punctuation: commas, end marks, and apostrophe

Use the following marks of punctuation: commas, end marks, and apostrophe

Use punctuation for effect

Maintain consistency in style and tone 

Choose words and phrases to convey ideas  

Come to discussions prepared, having read required materials

During discussions explicitly draw on relevant material and other information known about the topic

Pose and respond to questions as well as build on the ideas of previous speakers

Acknowledge new information provided by others and incorporate it into own thinking

Demonstrate respect for the views of others even when there is disagreement

Avoid sarcasm, hostility and defensiveness in tone or gesture when there is disagreement

Use appropriate tone and voice

Talk about ideas, projects, books, events rather than gossip about people who are not presen

Talk about ideas, projects, books, events rather than gossip about people who are not presen

Use formal English when appropriate to task and situation

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate (e.g. presenting ideas vs. small group discussion)

Use appropriate manners and speech when addressing individuals or groups