Embed Size (px)
Citation preview
Goddard: Fourth Grade-Common Core State Standards (CCSS) English/Language Arts
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
conventions – grammar and usage: There are specific rules and Conventions of Standard English that readers and writers must follow. They apply the rules and conventions regarding parts of speech, phrases, and sentence structure to communicate effectively. These conventions are learned and applied within the contexts of reading, writing, speaking and listening.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
demonstrate – to exhibit
This standard means a student will know and be able to do…(use your own words)
The student exhibits the conventions of parts of speech, phrases and sentence structure when writing and speaking. Essential Questions:
Can I demonstrate a command of grammar and usage when writing? Can I demonstrate a command of grammar and usage when speaking?
1
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Recall conventions isolating rules. Construct sentences using conventions of standard English. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write sentences using various parts of speech.Example 2: In spoken language, use sentences demonstrating all parts of speech.Example 3: Instructional Resources/Tools/Referenced Websites:
2
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1aBoxed Sub-heading: Conventions of Standard EnglishStandard: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
relative pronouns - who, whose, whom, which, that relative adverbs – where, when, why
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student applies relative pronouns and relative adverbs to writing and speaking. Essential Questions:
Can I use relative pronouns correctly in my writing and speaking? Can I use relative adverbs correctly in my writing and speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Identify pronouns/ adverbs in a sentence. 2 Identify the correct relative pronoun/adverb in a sentence.
3
3 Construct a sentence using relative pronouns and adverbs correctly. 4 Describe the difference between a relative pronoun and a relative adverb. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write sentences using pronouns correctly.Example 2: Write sentences using adverbs correctly.Example 3: Instructional Resources/Tools/Referenced Websites:
4
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1bBoxed Sub-heading: Conventions of Standard EnglishStandard: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
progressive verb tenses – ongoing action for past, present and future tenses
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
form – to construct use – to apply
This standard means a student will know and be able to do…(use your own words)
The student will be able to construct and apply the progressive verb tenses in writing and speaking. Essential Questions:
Can I form progressive verb tenses when giving a basic verb? Can I use progressive verb tenses in my writing and speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Identify a progressive verb in a sentence. 2 Identify patterns in progressive verb tenses.
5
3 Form progressive verbs for each verb tense. 4 Construct sentences with various progressive verb tenses correctly. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: When given a basic verb the student will identify different tenses.Example 2: When given a basic verb the student will identify different tenses in writing and speaking.Example 3: Instructional Resources/Tools/Referenced Websites:
6
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1Boxed Sub-heading: Conventions of Standard EnglishStandard: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
modal auxiliaries – helping verbs that don’t change form when used in different tenses; always followed by a verb in its basic form various conditions – subject and time
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply convey - express
This standard means a student will know and be able to do…(use your own words)
The student applies modal auxiliaries to express various moods and tenses. Essential Questions:
Can I use modal auxiliaries (can, may, must) to convey various conditions in my writing and speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 list modal auxiliaries (can, may, must, could, would, should, might) 2 construct sentences using modal auxiliaries
7
2 Distinguish sentences that use modal auxiliaries versus sentences that don’t. Ability to identify helping verbs. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write sentences using helping verbs.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
8
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1dBoxed Sub-heading: Conventions of Standard EnglishStandard: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
adjectives – describes a person, place, thing or idea conventional pattern – the order of adjectives should go as follows: determiners (articles and other limiters), observation (subjective, e.g.
Beautiful), size and shape, age, color, origin (e.g. French), material, then qualifier (final limiter as part of the noun, e.g. rocking chair) observation-adjectives that are noticeable.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
order – make sure the adjectives before a noun are listed in the conventional pattern
This standard means a student will know and be able to do…(use your own words)
The student orders adjectives within sentences in the conventional pattern. Essential Questions:
Can I order adjectives with a sentence according to conventional patterns?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Arrange a list of adjectives in the correct conventional pattern.
9
1 Select which order of adjectives is correct (beautiful French woman vs. French beautiful woman) 2 Organize adjectives within self-constructed sentences. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Given a sentence, the student will order adjectives according to conventional patterns.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
10
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1eBoxed Sub-heading: Conventions of Standard EnglishStandard: Form and use prepositional phrases.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
prepositional phrases – a phrase that begins with a preposition and ends with a noun to indicate location
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
form – to construct use – to apply
This standard means a student will know and be able to do…(use your own words)
The student will be able to construct prepositional phrases and apply them effectively in writing and speaking. Essential Questions:
Can I form prepositional phrases to indicate location? Can I use prepositional phrases in my writing and speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Ability to identify nouns Ability to identify prepositions
11
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will use prepositional phrases to indicate the location of an object or a person.Example 2: The student will use prepositional phrases in writing and speaking.Example 3: Instructional Resources/Tools/Referenced Websites:
12
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code:4.L.1fBoxed Sub-heading: Conventions of Standard EnglishStandard: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
complete sentences: 3 characteristics – capital letter, end mark, must contain at least one main clause with an independent subject and verb fragments: fails to be a sentences in a sense that it cannot stand by itself run-ons: 2 parts that could stand by themselves as complete sentences that have been written as one sentence without being properly
connected (1. Referring to an isolated subject or 2. An isolated predicate)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
produce – to create recognizing – to identify correcting – to revise
This standard means a student will know and be able to do…(use your own words)
The student can create complete sentences identifying and revising inappropriate fragments and run-ons. Essential Questions:
Can I produce complete sentences, recognizing and correcting inappropriate fragments and run-ons in writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
13
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Correct run-ons and fragments in written language.Example 2: Write complete sentences.Example 3: Instructional Resources/Tools/Referenced Websites:
14
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.1gBoxed Sub-heading: Conventions of Standard EnglishStandard: Correctly use frequently confused words (e.g., to, too, two; there, their).*
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
frequently confused words – to, too, two; there, their
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to choose
This standard means a student will know and be able to do…(use your own words)
The student can choose the correct frequently confused word when writing and speaking. Essential Questions:
Can I use the correct frequently confused word when writing and speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
15
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Use frequently confused words correctly when writing and speaking.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
16
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.2Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
conventions – capitalization, punctuation, and spelling:There are specific rules and Conventions of Standard English that readers and writers must follow. They apply the rules and conventions regarding mechanics and spelling to communicate effectively. These conventions are learned and applied within the contexts of reading, writing, speaking and listening.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
demonstrate- to exhibit
This standard means a student will know and be able to do…(use your own words)
The student can exhibit command of conventions of mechanics and spelling when writing. Essential Questions:
Can I demonstrate a command of mechanics and spelling of Standard English when writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed17
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: When writing, the student will demonstrate a command of mechanics and spelling of Standard English.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
18
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.2aBoxed Sub-heading: Conventions of Standard EnglishStandard: Use correct capitalization.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
capitalization – begin a word with an uppercase letter at the beginning of sentences and throughout according to Standard English
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can apply correct capitalization when writing. Essential Questions:
Can I use correct capitalization when writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
19
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write sentences using capitalization correctly.Example 2: Identify errors in capitalization in writing.Example 3: Instructional Resources/Tools/Referenced Websites:
20
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.2bBoxed Sub-heading: Conventions of Standard EnglishStandard: Use commas and quotation marks to mark direct speech and quotations from a text.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
commas and quotation marks – punctuation direct speech - dialogue quotations – quoting what someone has said in the past
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can apply commas and quotation marks correctly when writing dialogue and when quoting someone in their writing. Essential Questions:
Can I use commas and quotation marks correctly in my writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
21
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write dialogue using commas and quotation marks correctly.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
22
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.2cBoxed Sub-heading: Conventions of Standard EnglishStandard: Use a comma before a coordinating conjunction in a compound sentence.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
coordinating conjunction – connects words, phrases, and clauses (e.g. and , or, but) compound sentence – composed of at least two independent clauses
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can apply the correct coordinating conjunction when writing compound sentences. Essential Questions:
Can I use a comma and choose the correct coordinating conjunction when writing a compound sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
23
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Write and punctuate a compound sentence correctly using a comma and the correct conjunction.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
24
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.2dBoxed Sub-heading: Conventions of Standard EnglishStandard: Spell grade-appropriate words correctly, consulting references as needed.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
grade-appropriate words references- dictionary
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
spell consulting – to reference
This standard means a student will know and be able to do…(use your own words)
The student can spell grade-appropriate words correctly and reference a dictionary when needed. Essential Questions:
Can I spell grade-appropriate words correctly? Can I consult a dictionary to spell unknown words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
25
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will spell grade appropriate words in writing, and consult a dictionary when necessary.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
26
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.3Boxed Sub-heading: Knowledge of LanguageStandard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
knowledge of language - allows for informed choices within the context of all forms of communication. Writers and speakers select language, word choice and mechanics (grammar and punctuation) appropriate for purpose, audience and effect.
conventions
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can apply knowledge of language in writing, reading and speaking to aid comprehension. Essential Questions:
Can I use knowledge of language in my writing? Can I use knowledge of language in reading to aid comprehension?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
27
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will demonstrate proper word choice when speaking and writing.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
28
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.3aBoxed Sub-heading: Knowledge of LanguageStandard: Choose words and phrases to convey ideas precisely.*
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
words and phrases – there are more precise words and phrases that could be used in various situations that would convey slightly different ideas
ideas – thoughts or points
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
choose - to determine
This standard means a student will know and be able to do…(use your own words)
The student can determine a precise word or phrase in relay a point clearly. Essential Questions:
Can I choose a specific word or phrase to make my point better?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
29
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: When writing or speaking the student will choose a specific word or phrase to express themselves more clearly.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
30
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.3bBoxed Sub-heading: Knowledge of LanguageStandard: Choose punctuation for effect.*
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
punctuation effect - to influence the understanding or meaning; to imply feeling
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
choose – to determine
This standard means a student will know and be able to do…(use your own words)
The student can determine punctuation in order convey feeling and effect Essential Questions:
Can I choose punctuation in order to add influence and effect to my writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
31
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will use correct punctuation in writing to show greater expression.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
32
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.3cBoxed Sub-heading: Knowledge of LanguageStandard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
contexts – e.g. ideas vs. small-group discussion formal English: proper acceptable public language informal discourse: relaxed, more voice
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
differentiate - distinguish
This standard means a student will know and be able to do…(use your own words)
The student can distinguish appropriate situations to use formal vs. informal language. Essential Questions:
Can I differentiate between contexts where I use formal language and contexts where I use informal language?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
33
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will demonstrate writing for formal and informal purposes.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
34
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.4Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
multiple-meaning words: words that are spelled the same and have two or more meanings strategies – examples: language structure and origin, textual clues, word relationships, and differences between literal and figurative language to
build vocabulary and enhance comprehension
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
determine – to define clarify – to make clear choose – to select
This standard means a student will know and be able to do…(use your own words)
The student can define and understand unknown and multiple-meaning words by selecting a useful strategy to help them. Essential Questions:
Can I determine or clarify the meaning of unknown and multiple-meaning words, choosing from a range of strategies to help me?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed35
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will understand and explain the meaning of unknown and multiple-meaning words using strategies such as context clues.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
36
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.4aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
context – e.g. definitions, examples, or restatements clue – a hint that leads to the meaning of a word
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to investigate …to determine
This standard means a student will know and be able to do…(use your own words)
The student can investigate the clues within a text to determine the meaning of a word or phrase. Essential Questions:
Can I use context clues to determine the meaning of a word or phrase?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
37
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: The student will use context clues to figure out the meaning of a word or phrase.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
38
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.4bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Greek and Latin affixes – a word part added to a word to change its meaning Greek and Latin roots – base word before any word parts are added
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can apply knowledge or roots and affixes to determine the meaning of an unknown word. Essential Questions:
Can I use Greek and Latin affixes and roots as clues to the meaning of a word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
39
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Use various prefixes, suffixes, and root words to determine the meaning of a word.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
40
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.4cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
reference materials: dictionaries, glossaries, thesauruses; both print and digital pronunciation: the way in which a word is pronounced
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
consult – to reference find – to discover determine – to clarify
This standard means a student will know and be able to do…(use your own words)
The student can reference a resource to discover the pronunciation of a word in order to clarify its meaning. Essential Questions:
Can I consult a reference material to find the pronunciation of an unknown word in order to determine its meaning.
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
41
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
42
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.5Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
figurative language: a deviation from what speakers of language understand as the ordinary or standard use of words in order to achieve some special meaning or effect. Perhaps the two most common are simile and metaphor.
word relationships: synonyms/antonyms, multiple meaning words, homophones, etc. nuances: shades of meanings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
demonstrate – to exhibit
This standard means a student will know and be able to do…(use your own words)
The student exhibit understanding of figurative language, word relationships, and shades of meaning in words. Essential Questions:
Can I demonstrate understanding of figurative language, word relationships, and nuances in word meaning
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
43
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
44
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.5aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
simile – a comparison between two distinctly different things using “like” or “as” metaphor – a figure of speech in which two unlike objects are implicitly compared without the use of “like” or “as”
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
explain – interpret
This standard means a student will know and be able to do…(use your own words)
The student can interpret the meaning of a simile or metaphor in context. Essential Questions:
Can I explain the meaning of a simile or metaphor?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
45
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
46
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.5bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Recognize and explain the meaning of common idioms, adages, and proverbs.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
adage – a short saying that translates wisdom (i.e. an old adage) idiom – a phrase with a meaning other than what the words say proverb – popular sayings that contain advise or accept truth
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
recognize - identify explain- interpret
This standard means a student will know and be able to do…(use your own words)
The student can identify and interpret the meaning of common idioms, adages, and proverbs Essential Questions:
Can I recognize and explain the meaning of common idioms? Can I recognize and explain the meaning of common adages? Can I recognize and explain the meaning of common proverbs?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
47
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
48
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.5cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
antonyms – opposites synonyms – similar but not identical meanings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
demonstrate - exhibit
This standard means a student will know and be able to do…(use your own words)
The student can exhibit understanding of words by relating them to their opposites and other words that are similar. Essential Questions:
Can I demonstrate understanding of words by looking at their opposites or a similar word.
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
49
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
50
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 4.L.6Boxed Sub-heading: Vocabulary Acquisition and UseStandard: 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, and endangered when discussing animal preservation).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
general academic words and phrases: words that are used within all subject areas domain-specific words and phrases: words related specific to an area of study
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
acquire – to collect use – to apply
This standard means a student will know and be able to do…(use your own words)
The student can collect and apply a wide range of vocabulary in both specific subject areas and across all domains. Essential Questions:
Can I acquire and use general academic words and phrases? Can I acquire and use domain-specific words and phrases?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
51
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
52
