Fourth Grade

4th grade

 Ms. Riveiro, Ms. Rodriguez, Ms. Moody, and Ms. King
(From Left to Right)



Fourth Grade: Reading Process

The student:

· Demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. (Ex. Recognizes spelling patterns, uses structural analysis and language structure to read multi-syllabic words in text)

· Demonstrates the ability to read grade level text orally with accuracy, appropriate rate and expression. (Ex. Reads grade level text and adjusts reading rate based on purpose and text difficulty)

· Uses multiple strategies to develop grade appropriate vocabulary. (Ex. Uses new vocabulary, context clues, meaning of familiar base words, prefixes, suffixes, antonyms, synonyms, homophones and homographs to determine meanings of unfamiliar words; uses dictionary, thesaurus and digital tools)

· Uses a variety of strategies to comprehend grade level text. (Ex. Uses self-monitoring strategies such as rereading, predicting, summarizing, clarifying, questioning and checking context clues; identifies the purpose of text features; identifies cause and effect, author’s purpose, theme, chronological order of events; compares and contrasts story elements; determines explicit ideas and information in grade level text)

· Identifies, analyzes and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. (Ex. Reads genres of fiction, nonfiction, poetry, drama, and media; explains the elements of plot, setting character development, problem/resolution and theme; identifies and explains how author develops the theme; responds to and reflects on various literary selections; writes a book report, review or critique that identifies story elements)

· Identifies, analyzes and applies knowledge of the elements of a variety of non-fiction, informational and expository texts to demonstrate an understanding of the information presented. (Ex. Locates and uses information from text features (table of contents, glossary, charts, graphs, diagrams, illustrations); uses information to answer questions; organizes information through charting, mapping, and summarizing; reads age and ability appropriate nonfiction materials)


Fourth Grade: Writing Process

The student:

· Uses prewriting strategies to generate ideas and formulate a plan. (Ex. Generates ideas from multiple sources; organizes ideas using strategies and tools to make a plan for writing)

· Writes a draft appropriate to the topic, audience and purpose. (Ex. Uses a prewriting plan to develop main idea and supporting details; organizes information into a logical sequence and combines or deletes sentences to enhance clarity; uses quotations, questions or descriptions in draft)

· Revises and refines the draft for clarity and effectiveness. (Ex. Creates clarity by deleting extraneous information; creates interest through varied language techniques [imagery, simile, metaphor, sensory language] and modifies word choices; revises with rubrics, peer reviews and checklists)

· Edits and corrects the draft for standard language conventions. (Ex. Spelling, capitalization for proper nouns, titles, initials and words used as names; uses end punctuation for compound, declarative, interrogative, imperative and exclamatory sentences, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes for singular possessives; applies subject/verb and noun/pronoun agreement in simple and compound sentences ;uses present and past verb tenses; uses plurals; uses subjective, objective and demonstrative pronouns ;uses conjunctions; uses dictionary, thesaurus and other resources as necessary)

· Writes a final product for the intended audience. (Ex. Writes in a format appropriate for audience)

· Develops and demonstrates creative writing. (Ex. Writes narratives with characters, setting, plot, sequence of events and sensory details; writes short stories, poetry, skits, songs, figurative language)

· Develops and demonstrates technical writing that provides information related to real-world tasks.

(Ex. Writes expository essays that contain introductory, body, and concluding paragraphs; writes letters, directions, observations, charts, map labels, legends, graphs, tables, experiments, and rubrics)

· Develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

 (Ex. Writes persuasive text and includes persuasive techniques)

· Engages in the writing process and writes to communicate ideas and experiences.

(Ex. Demonstrates legible cursive writing skills.)