|

Fourth Grade

Trimester 2 Standards

Reading Literature and Informational Text

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Use explicit text evidence to describe and draw inferences in order to explain how both contribute to an understanding of the text. (RL & RI 4.1, 4.7 & 4.4)

Interpret information presented visually, orally, or qualitatively and explain how the information contributes to an understanding of the content. (RL & RI 4.5 & 4.7)

Year Long Standards

  • Identify and understand different structures and purposes of various text genres -e.g., prose, poems, drama, fables, folk tales -verse, rhythm, meter -casts, settings, descriptions, dialogue, and stage directions -chronological, compare/contrast, cause/effect, and problem/solution.
  • Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters/events found in mythology, history and current events.
  • Determine the meaning of and use general academic and domain-specific words or phrases.
  • Demonstrate understanding of a text using logical organization of inferential ideas, text evidence, and explanation (orally, written).
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Tri 2 Standards

  • Interpret information presented visually (reading charts, graphs, diagrams, timelines, animations, or webpages) and explain how it contributes to understanding of the text.
  • Provide evidence from the text to explain events, procedures, ideas, or concepts in historical, scientific, or technical texts.
  • Make a correct inference and support it with text evidence and your own thinking.
  • Explain how the inference deepens understanding of content/information.
  • Identify keywords that indicate a text’s structure (e.g., on the other hand, next, because of this).
  • Identify and describe different text structures (chronological, compare/contrast, cause/effect, problem/solution).
  • Determine the main idea of a text and explain how it is supported by key details.
  • Summarize information in an informational text.

Speaking and Listening

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners, listening actively, building on others’ ideas, and expressing ideas clearly. (SL 4.1, 4.2, 4.3)

Report on a topic or present an opinion, sequencing ideas logically, using appropriate facts and effective presentation skills. (SL 4.4, 4.5, 4.6)

Year Long Standards

  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Engage in collaborative discussions using academic language.
  • Review the key ideas expressed and explain one’s own ideas and understanding in light of the discussion.
  • Link comments to others’ remarks.
  • Restate and carry out a variety of oral instruction.
  • Determine the purpose/category of listening. 
  • Listen for, identify, and locate important information from a text.
  • Pose and respond to specific questions to clarify or follow up on information.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).
  • Choose words and phrases to convey ideas precisely.

Tri 2 Standards

  • Make explicit connections between spoken ideas and the ideas found in the text or other media formats.
  • Determine the main idea and identify supporting details and evidence of a presentation or other media formats.
  • When viewing:
    • Identify the reasons and evidence a speaker provides to support particular points.

Writing

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Write opinion pieces on authentic topics supporting a single perspective with logical reasons supported by facts and details. (W 4.1, 4.1a & L 4.1, 4.2, 4.4, 4.5)

Write explanatory texts about authentic topics using research-based support that is purposefully grouped, sequenced and incorporates appropriate academic language. (W 4.2, 4.2b & L 4.1, 4.2, 4.4, 4.5)

Year Long Standards

  • Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
  • In all types of writing:
    • Plan, develop, and organize writing according to task, purpose, and audience.
    • Draw evidence from various texts to support analysis, reflection, and research.
    • Use appropriate transition words and phrases to link ideas.
    • Use precise and/or academic language and vocabulary specific to the topic.
    • Apply conventions of the written language.
  • Identify questions and strategies for improving drafts based on self-assessment and reflection in writing conferences with a teacher.
  • Use technology to research, produce and publish writing, and to interact and collaborate with others.
  • Develop and strengthen writing as needed by planning, revising, and editing.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research

Tri 2 Standards

  • Opinion (continued from Tri 1):
    • Include or state an opinion, clearly defining a single perspective.
    • Organize and support reasons, ideas, facts, and details.
    • Provide evidence and reasons that are supported by facts and details.
    • Provide a concluding statement or section related to the opinion presented.
  • Explanatory:
    • Create a clear introduction to a topic.
    • Use formatting structures, illustrations, and multimedia to clarify my topic.
    • Conduct and use research to support the topic.
    • Group related information in paragraphs and sections.
    • Link ideas within categories with words/phrases.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Provide a concluding statement or section related to the information presented.
  • Grammar/Conventions:
    • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

English Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills and use context to confirm or self-correct word recognition and monitor understanding, rereading as necessary to support comprehension. (RF 4.3, 4.4)

Year Long Standards

  • Read grade-level text fluently and show comprehension through voice, timing, and expression.
  • Self-monitor comprehension of text read aloud and silently.
  • Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  • Use common grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, endangered when discussing animal preservation).
  • Spell grade-level appropriate words correctly, consulting references as needed.

Tri 2 Standards

  • Independently decode, read, and understand multi-syllabic words by…
  • Recognize & Use:
    • Endings of multisyllabic verbs
      • Present participle -ing
      • Past -ed
      • Prefixes and Suffixes
  • Recognize & Use: 
    • Prefixes to understand the meanings of words
    • Suffixes to understand the meanings of words
  • Using context to confirm or self-correct word recognition and understanding, rereading as necessary.

Spanish Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills and use context to confirm or self-correct word recognition and monitor understanding, rereading as necessary to support comprehension. (RF 4.3, 4.4)

Year Long Standards

  • RF.4.4. Leen con suficiente precisión y fluidez para apoyar la comprensión.
    • a. Leen textos a nivel de grado con propósito y comprensión. 
    • b. Leen oralmente prosa y poesía a nivel de grado con precisión, ritmo adecuado y expresión en lecturas sucesivas. 
    • c. Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario

Tri 2 Standards

  • RF.4.3. Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras. 
    • Distinguen palabras homófonas por su función y significado y reconocen el uso del acento diacrítico para distinguirlas. 
    • Reconocen los cambios necesarios en la pronunciación y ortografía cuando se añade un afijo a la palabra (ejemplo: lento, lentamente; rápido, rapidísimo).
    • Usan correctamente la diéresis para señalar la letra u con sonido en las sílabas güe y güi (bilingüe, pingüino).
    • Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras apropiadas al nivel de grado aplicando un análisis sistemático:
      • Cuentan el número de sílabas. 
      • Nombran la sílaba que lleva el énfasis (última, penúltima, antepenúltima). 
      • Categorizan la palabra según su acento tónico (aguda, grave, esdrújula). 
      • Determinan el sonido o la letra en que termina la palabra (vocal o consonante /n/ o /s/). 
      • Escriben el acento ortográfico si es necesario.
      • Justifican la acentuación de palabras de acuerdo a las reglas ortográficas.
  • RF.4.3. Reconocen cuando una vocal fuerte (a, e, o) y una vocal débil (i, u) o dos vocales débiles forman hiato y no diptongo. Ponen correctamente el acento escrito sobre la vocal en la que cae el acento tónico (hacía, baúl, raíz).
  • RF.4.4. Leen con suficiente precisión y fluidez para apoyar la comprensión
    • Leen textos a nivel de grado con propósito y comprensión. 
    • Leen oralmente prosa y poesía a nivel de grado con precisión, ritmo adecuado y expresión en lecturas sucesivas. 
    • Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario

Russian Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills and use context to confirm or self-correct word recognition and monitor understanding, rereading as necessary to support comprehension. (RF 4.3, 4.4)

Year Long Standards

  • Read grade-level text fluently and show comprehension through voice, timing, and expression.
  • Self-monitor comprehension of text read aloud and silently.
  • Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  • Use common grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, endangered when discussing animal preservation).
  • Spell grade-level appropriate words correctly, consulting references as needed.

Tri 2 Standards

  • Independently decode, read, and understand multi-syllabic words
  • Use knowledge of letter-sound correspondence to decode words
  • Using knowledge of compound words, roots, prefixes, suffixes, and syllables
  • образовывать имена существительные, имена прилагательные с помощью суффиксов; глаголы – с помощью приставок;
  • подбирать синонимы и антонимы к доступным словам;
  • определять вид предложения по цели высказывания и интонации