LANGUAGE ARTS

 
Standard 1.

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT:

Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

 
Word Recognition 

 
Skills: 

 
1.1 Read narrative and expository text aloud   withgrade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

 
Vocabulary and Concept Development 

 
Skills:

 
1.2 Apply knowledge of word origins, derivations, synonyms, 
antonyms and idioms to determine the meaning of words and 
phrases.

 
1.3 Use knowledge of root words to determine the meaning of
unknown words within a passage.

 
1.4 Know common Geek- and Latin-derived roots and affixes 
and use this knowledge to analyze the meaning of complex words.

 
1.5 Use a thesaurus to determine related words and concepts.

 
1.6 Distinguish and interpret multiple meaning words.

 
Standard 2.

READING COMPREHENSION:

Students read and understand grade-level- appropriate material. They draw 
upon a variety of comprehension strategies as needed, including generating 
and responding to essential questions, making predictions, and comparing 
information from several sources. The quality and complexity of the materials 
to be read by students are illustrated in the California Reading List. In addition
to their regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and
contemporary literature) and expository (e.g., magazines, newspapers, 
on-line information) text appropriate for each grade.
 

 
Structural Features of Informational Materials

 
Skills:

 
2.1 Identify structural patterns found in informational text to 
strengthen comprehension.

 
Comprehension and Analysis of Grade-Level-Appropriate Text

 
Skills:

 
2.2 Use appropriate strategies when reading for different 
purposes.

 
2.3 Make and confirm predictions about text by using prior
knowledge and ideas presented in text itself, including illustrations, 
titles, topic sentences, key words, and foreshadowing clues.

 
2.4 Evaluate new information and hypotheses by testing them
against known information and ideas. 

 
2.5 Compare and contrast information on the same topic after
reading several passages or articles.

 
2.6 Distinguish between cause and effect and fact and opinion in 
expository text.

 
2.7 Follow multiple-step instructions from a basic technical manual.

 
Standard 3.

LITERARY RESPONSE AND ANALYSIS:
Students read and respond to a wide variety of significant works of 
children's literature. They distinguish between the structural features of 
text and the literary terms or elements (i.e., theme, plot, setting, and
characters). The quality and complexity of the materials to be read by 
students are illustrated in the California Reading List.
 

 
Structural Features of Literature

 
Skills:

 
3.1 Describe the structural differences of various imaginative
forms of literature, including fantasies, fables, myths, legends,
and fairy tales.

 
Narrative Analysis of Grade-Level-Appropriate Text

 
Skills:

 
3.2 Identify the main events of the plot, their causes, and how 
each influences future action.

 
3.3 Use knowledge of the situation and setting and of a character's 
traits and motivations to determine the causes for that character's
actions.

 
3.4 Compare and contrast tales from different cultures by tracing 
the exploits of one character type and develop theories to account
for similar tales in diverse cultures

 
3.5 Identify and define the presence of figurative language in
literary works, including simile, metaphor, hyperbole, and 
personification.

 
Standard 1.

WRITING STRATEGIES:
Students write clear and coherent sentences and paragraphs that develop a
central idea. Their writing considers audience and purpose. They successfully 
use the stages of the writing process (i.e., pre-writing, drafting, revising, and 
editing successive versions).
 

 
Organization and Focus

 
Skills:

 
1.1 Select focus, organization, and point of view based upon
purpose, audience, length, and format requirements.

 
1.2 Create a multiple paragraph composition that (1) provides an introductory paragraph; (2) establishes and supports a central idea 
with a topic sentence at or near the beginning of the first paragraph; 
(3) includes supporting paragraphs with simple facts.

 
1.3 Use traditional structures for conveying information.

 
Penmanship

 
Skills:

 
1.4 Write fluidly and legibly in cursive or joined italic, easily
transcribing manuscript into cursive and vice-versa.

 
Research and Technology 

 
Skills:

 
1.5 Quote or paraphrase information sources, citing them 
appropriately.

 
1.6 Locate information in reference texts by using organizational
features.

 
1.7 Use various reference materials as an aid to writing.

1.8 Understand the structure and organization of (and use) 
almanacs, newspapers, and periodicals.

 
1.9 Demonstrate basic keyboarding skills and familiarity with
the vocabulary of technology.

 
Revising and Evaluating Strategies

 
Skills:

 
1.10 Edit and revise selected drafts to improve coherence and 
progression by adding, deleting, consolidating, and rearranging text.

 
Standard 2. 

WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):

Students write compositions that describe and explain familiar objects, 
events, and experiences. Student writing demonstrates a command of standard
English and the drafting, research, and organizational strategies outlined in
Writing Standard 1.0.
 

 
Using the Grade 4 writing strategies

 
Skills:

 
2.1 Write narratives on incidents that 
(1) relate ideas, observations, 
and/or memories; 
(2) provide a context to enable the reader to 
imagine the world of the event or experience; 
(3) use concrete 
sensory details; 
(4) provide insight into why this incident.

 
2.2 Write responses to literature that 
(1) demonstrate an 
understanding of the literary work; 
(2) support judgements
through references both to the text and to prior 
knowledge.

 
2.3 Write information reports that 
(1) frame a key question about
an issue or situation; 
(2) include facts and details for focus; 
(3) draw from more than one source of information.

 
2.4 Write summaries that contain the main ideas of the reading 
selection and the most significant details.

 
Standard 1.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:

Students write and speak with a command of standard English conventions 
that are appropriate to each grade level.
 

 
Sentence Structure

 
Skills:

 
1.1 Use simple and compound sentences in writing and speaking. 

 
1.2 Combine short, related sentences with appositives, participle
phrases, adjectives, adverbs, and prepositional phrases.

 
Grammar 

 
Skills:

 
1.3 Identify and use regular and irregular verbs, adverbs, prepositions
and coordinating conjunctions in writing and speaking. 

 
Punctuation

 
Skills: 

 
1.4 Use commas in direct quotations, apostrophes in possessives
and contractions, and parentheses.

 
1.5 Use underlining, quotations, or italics to identify titles.

 
Capitalization 

 
Skills:

 
1.6 Capitalize names of magazines, newspapers, works of art, 
musical compositions, names of organizations, and the first
word in quotations.

 
Spelling

 
Skills:

 
1.7 Spell correctly roots, inflections, suffixes and prefixes, and
syllable constructions.

 
Standard 1.

LISTENING AND SPEAKING STRATEGIES:

Students listen and respond critically to oral communication. They speak 
in a manner that guides and informs the listener's understanding of key 
ideas, using appropriate phrasing, pitch, and modulation.
 

 
Comprehension

 
Skills:

 
1.1 Ask thoughtful questions and respond to relevant questions 
with appropriate elaboration in oral settings.

 
1.2 Summarize major ideas and supporting evidence presented 
in spoken messages and formal presentations. 

 
1.3 Identify how language reflects regions and cultures.

 
1.4 Give precise directions and instructions.

 
Organization and Delivery of Oral Communication

 
Skills:

 
1.5 Present effective introductions and conclusions that guide 
and inform the listener's understanding of key ideas and evidence.

 
1.6 Use traditional structures for conveying information.

 
1.7 Emphasize points in ways that assist the listener/viewer in 
following key ideas and concepts.

 
1.8 Use details, examples, anecdotes, or experiences to explain
or clarify information.

 
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

 
Analysis and Evaluation of Oral Media Communication

 
Skills:

 
1.10 Evaluate the role of the media in focusing attention on 
events and in forming opinions on issues

 
Standard 2.

SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):

Students deliver brief recitations and oral presentations about familiar 
experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard English 
and the organization and delivery strategies outlined in Listening and 
Speaking Standard 1.
 

 
Using the Grade 4 Speaking Strategies

 
Skills:

 
2.1 Make narrative presentations on an incident that 
(1) relate ideas, observations, and/or memories; 
(2) provide context that enables the listener to imagine the
circumstances in which the event or experience occurred
(3) provide insight into why. 

 
2.2 Make informational presentations that
(1) frame a key question;
(2) contain facts and details that help listeners focus; 
(3) incorporate more than one source of information.

 
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event/article and the most significant details.

 
2.4 Recite brief poems, brief soliloquies, or dramatic dialogues, 
using clear diction tempo, volume, and phrasing.