Reading
In reading a text closely, the student works carefully to discern the author’s
perspective and the particular facts and details that support it. The student reads
thoughtfully and purposefully, constantly checking for understanding of the
author’s intent and meaning so that the interpretation will be sound.
ELA4R1 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:
a. Relates theme in works of fiction to personal experience.
b. Identifies and analyzes the elements of plot, character, and setting in stories
read, written, viewed, or performed.
c. Identifies the speaker of a poem or story.
d. Identifies sensory details and figurative language.
e. Identifies and shows the relevance of foreshadowing clues.
f. Makes judgments and inferences about setting, characters, and events and
supports them with elaborating and convincing evidence from the text.
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.
i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems.
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.
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).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, 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.
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the meaning of
unfamiliar words.
d. Determines meanings of words and alternate word choices using a dictionary
or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
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.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.
ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
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.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-
monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
purpose, genre expectations, audience, length, and format requirements.
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
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
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).
d. Uses and identifies words or word parts from other languages that have been adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and between
words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication
to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Listening/Speaking/Viewing
The student demonstrates an understanding of listening, speaking, and viewing
skills for a variety of purposes. The student listens critically and responds
appropriately to oral communication in a variety of genres and media. The student
speaks in a manner that guides the listener to understand important ideas.
ELA4LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing
(e.g., "What if. . ."; "Very likely. . ."; "I’m unsure whether. . .").
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
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.
When delivering or responding to presentations, the student:
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 in resource materials.
In reading a text closely, the student works carefully to discern the author’s
perspective and the particular facts and details that support it. The student reads
thoughtfully and purposefully, constantly checking for understanding of the
author’s intent and meaning so that the interpretation will be sound.
ELA4R1 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:
a. Relates theme in works of fiction to personal experience.
b. Identifies and analyzes the elements of plot, character, and setting in stories
read, written, viewed, or performed.
c. Identifies the speaker of a poem or story.
d. Identifies sensory details and figurative language.
e. Identifies and shows the relevance of foreshadowing clues.
f. Makes judgments and inferences about setting, characters, and events and
supports them with elaborating and convincing evidence from the text.
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.
i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems.
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.
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).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, 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.
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the meaning of
unfamiliar words.
d. Determines meanings of words and alternate word choices using a dictionary
or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
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.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.
ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
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.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-
monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
purpose, genre expectations, audience, length, and format requirements.
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
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
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).
d. Uses and identifies words or word parts from other languages that have been adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and between
words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication
to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Listening/Speaking/Viewing
The student demonstrates an understanding of listening, speaking, and viewing
skills for a variety of purposes. The student listens critically and responds
appropriately to oral communication in a variety of genres and media. The student
speaks in a manner that guides the listener to understand important ideas.
ELA4LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing
(e.g., "What if. . ."; "Very likely. . ."; "I’m unsure whether. . .").
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
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.
When delivering or responding to presentations, the student:
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 in resource materials.