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School City of Hobart |
| Reading Operations |
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Word Recognition, Fluency, Vocabulary
The learner will be able to understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context clues (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
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4.1.1
The learner will be able to read aloud grade-level-appropriate narrative text (stories) and expository text (information) with fluency and accuracy and with appropriate timing, changes in voice, and expression.
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| Vocabulary |
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4.1.2
The learner will be able to apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.
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4.1.3
The learner will be able to use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.
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4.1.4
The learner will be able to use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer).
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4.1.5
The learner will be able to use a thesaurus to find related words and ideas.
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4.1.6
The learner will be able to distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word).
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| Reading Operations |
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READING: Comprehension
The learner will be able to read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such as asking and responding to essential questions, making predictions, and comparing information from several sources to understand what is read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.
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4.2.1
The learner will be able to use the organization of informational text to strengthen comprehension. Example: Read informational texts that are organized by comparing and contrasting ideas, by discussing causes for and effects of events, or by sequential order and use this organization to understand what is read. Use graphic organizers, such as webs, flow charts, concept maps, or Venn diagrams to show the organization of the text. .
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4.2.2
The learner will be able to use appropriate strategies when reading for different purposes. Example: Read and take notes on an informational text that will be used for a report. Skim a text to locate specific information. Use graphic organizers to show the relationship of ideas in the text. .
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4.2.3
The learner will be able to make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. Example: While reading a mystery, such as Encyclopedia Brown: Boy Detective by Donald Sobol, predict what is going to happen next in the story. Confirm or revise the predictions based on further reading. After reading an informational text, such as Camouflage: A Closer Look by Joyce Powzyk, use information gained from the text to predict what an animal might do to camouflage itself in different landscapes. .
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4.2.4
The learner will be able to evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas. Example: Compare what is already known and thought about ocean life to new information encountered in reading, such as in the book Amazing Sea Creatures by Andrew Brown. .
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4.2.5
The learner will be able to compare and contrast information on the same topic after reading several passages or articles. Example: Read several fictional and informational texts about guide dogs, such as A Guide Dog Puppy Grows Up by Carolyn Arnold, Buddy: The First Seeing Eye Dog by Eva Moore, and Follow My Leader by James B. Garfield, and compare and contrast the information presented in each. .
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4.2.6
The learner will be able to distinguish between cause and effect and between fact and opinion in informational text. Example: In reading an article about how snowshoe rabbits change color, distinguish facts (such as Snowshoe rabbits change color from brown to white in the winter) from opinions (such as Snowshoe rabbits are very pretty animals because they can change colors). .
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4.2.7
The learner will be able to follow multiple-step instructions in a basic technical manual. Example: Follow directions to learn how to use computer commands or play a video game. .
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READING: Literary Response and Analysis
The learner will be able to read and respond to a wide variety of significant works of children's literature. They identify and discuss the characters, theme (the main idea of a story), plot (what happens in a story), and the setting (where a story takes place) of stories that they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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4.3.1
The learner will be able to describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. Example: Show how fables were often told to teach a lesson, as in Aesop's fable, The Grasshopper and the Ant. Discuss how legends were often told to explain natural history, as in the stories about Johnny Appleseed or Paul Bunyan and Babe, the Blue Ox. Use a graphic organizer to compare the two types of literature. .
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4.3.2
The learner will be able to identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. Example: After reading Sarah, Plain and Tall by Patricia MacLachlan, discuss the causes and effects of the main event of the plot, when the father in the story acquires a mail-order bride. Describe the effects of this event, including the adjustments that the children make to their new stepmother and that Sarah makes to living on the prairie. Plot the story onto a story map, and write a sentence identifying the major theme. .
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4.3.3
The learner will be able to use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions. Example: After reading The Sign of the Beaver by Elizabeth George Speare, tell how the Native American character's actions are influenced by his being in a setting with which he is very familiar and feels comfortable, as opposed to the reactions of another character, Matt. .
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4.3.4
The learner will be able to compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures. Example: Read a book of trickster tales from other countries, such as The Barefoot Book of Trickster Tales retold by Richard Walker. Describe the similarities in these tales in which a main character, often an animal, outwits other animals, humans, or forces in nature. Then, tell how these tales are different from each other. .
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4.3.5
The learner will be able to define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works. · Simile: a comparison that uses like or as · Metaphor: an implied comparison · Hyperbole: an exaggeration for effect · Personification: a description that represents a thing as a person Example: Identify a simile, such as Twinkle, twinkle little star...like a diamond in the sky. Identify a metaphor, such as You were the wind beneath my wings. Identify an example of hyperbole, such as Cleaner than clean, whiter than white. Identify an example of personification, such as The North Wind told the girl that he would blow so hard it would be impossible to walk up the steep hill. .
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Word Recognition, Fluency, Vocabulary
The learner will be able to use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
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| Writing |
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WRITING: Process
The learner will be able to write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
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4.4.1
The learner will be able to discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.
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4.4.2
The learner will be able to select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing.
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4.4.3
The learner will be able to write informational pieces with multiple paragraphs that: · provide an introductory paragraph. · establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. · include supporting paragraphs with simple facts, details, and explanations. · present important ideas or events in sequence or in chronological order. · provide details and transitions to link paragraphs. · conclude with a paragraph that summarizes the points. · use correct indention at the beginning of paragraphs. .
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4.4.4
The learner will be able to use common organizational structures for providing information in writing, such as chronological order, cause and effect, or similarity and difference, and posing and answering a question.
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4.4.5
The learner will be able to quote or paraphrase information sources, citing them appropriately.
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4.4.6
The learner will be able to locate information in reference texts by using organizational features, such as prefaces and appendixes.
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4.4.7
The learner will be able to use multiple reference materials and online information (the Internet) as aids to writing.
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4.4.8
The learner will be able to understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
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4.4.9
The learner will be able to use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
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4.4.10
The learner will be able to review, evaluate, and revise writing for meaning and clarity.
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4.4.11
The learner will be able to proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
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4.4.12
The learner will be able to revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.
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WRITING: Applications
The learner will be able to (Different Types of Writing and Their Characteristics) At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to 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 Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. .
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4.5.1
The learner will be able to write narratives (stories) that: · include ideas, observations, or memories of an event or experience. · provide a context to allow the reader to imagine the world of the event or experience. · use concrete sensory details. Example: Prepare a narrative on how and why immigrants come to the United States. To make the story more realistic, use information from an older person who may remember firsthand the experience of coming to America. .
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4.5.2
The learner will be able to write responses to literature that: · demonstrate an understanding of a literary work. · support judgments through references to both the text and prior knowledge. Example: Write a description of a favorite character in a book. Include examples from the book to show why this character is such a favorite. .
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4.5.3
The learner will be able to write informational reports that: · ask a central question about an issue or situation. · include facts and details for focus. · use more than one source of information, including speakers, books, newspapers, media sources, and online information. Example: Use information from a variety of sources, such as speakers, books, newspapers, media sources, and the Internet, to provide facts and details for a report on life in your town when it was first settled or for a report about the water cycle. .
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4.5.4
The learner will be able to write summaries that contain the main ideas of the reading selection and the most significant details. Example: Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it. .
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4.5.5
The learner will be able to use varied word choices to make writing interesting. Example: Write stories using descriptive words in place of common words; for instance, use enormous, gigantic, or giant for the word big. .
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4.5.6
The learner will be able to write for different purposes (information, persuasion) and to a specific audience or person. Example: Write a persuasive report for your class about your hobby or interest. Use charts or pictures, when appropriate, to help motivate your audience to take up your hobby or interest. .
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| Language Expressions |
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WRITING: English Language Conventions
The learner will be able to write using Standard English conventions appropriate to this grade level.
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| Writing |
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4.6.1
The learner will be able to write smoothly and legibly in cursive, forming letters and words that can be read by others.
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| Language Expressions |
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4.6.2
The learner will be able to use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing.
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4.6.3
The learner will be able to create interesting sentences by using words that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions. · Adjectives: brown eyes, younger sisters · Adverbs: We walked slowly. · Appositives: noun phrases that function as adjectives, such as We played the Cougars, the team from Newport. · Participial phrases: verb phrases that function as adjectives, such as The man walking down the street saw the delivery truck. · Prepositional phrases: in the field, across the room, over the fence · Conjunctions: and, or, but .
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4.6.4
The learner will be able to identify and use in writing regular (live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between).
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| Language Mechanics |
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4.6.5
The learner will be able to use parentheses to explain something that is not considered of primary importance to the sentence, commas in direct quotations (He said, "I'd be happy to go."), apostrophes to show possession (Jim's shoes, the dog's food), and apostrophes in contractions (can't, didn't, won't).
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4.6.6
The learner will be able to use underlining, quotation marks, or italics to identify titles of documents. · When writing by hand or by computer, use quotation marks to identify the titles of articles, short stories, poems, or chapters of books. · When writing on a computer italicize the following, when writing by hand underline them: the titles of books, names of newspapers and magazines, works of art, and musical compositions. .
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4.6.7
The learner will be able to capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.
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| Spelling |
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4.6.8
The learner will be able to spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring) or words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as suroprise or eocolooogy).
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| Listening |
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Listening and Speaking
The learner will be able to listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
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4.7.1
The learner will be able to ask thoughtful questions and respond orally to relevant questions with appropriate elaboration.
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4.7.2
The learner will be able to summarize major ideas and supporting evidence presented in spoken presentations.
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4.7.3
The learner will be able to identify how language usage (sayings and expressions) reflects regions and cultures.
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| Speaking |
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4.7.4
The learner will be able to give precise directions and instructions.
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4.7.5
The learner will be able to present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and details.
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4.7.6
The learner will be able to use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.
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4.7.7
The learner will be able to emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
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4.7.8
The learner will be able to use details, examples, anecdotes (stories of a specific event), or experiences to explain or clarify information.
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4.7.9
The learner will be able to engage the audience with appropriate words, facial expressions, and gestures.
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| Media |
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4.7.10
The learner will be able to evaluate the role of the media in focusing people's attention on events and in forming their opinions on issues.
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| Speaking |
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4.7.11
The learner will be able to make narrative (story) presentations that: · relate ideas, observations, or memories about an event or experience. · provide a context that allows the listener to imagine the circumstances of the event or experience. · provide insight into why the selected event or experience should be of interest to the audience. .
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4.7.12
The learner will be able to make informational presentations that: · focus on one main topic. · include facts and details that help listeners to focus. · incorporate more than one source of information (including speakers, books, newspapers, television broadcasts, radio reports, or Web sites). .
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4.7.13
The learner will be able to deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
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4.7.14
The learner will be able to recite brief poems (two or three stanzas long), soliloquies (sections of plays in which characters speak out loud to themselves), or dramatic dialogues, clearly stating words and using appropriate timing, volume, and phrasing.
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