Unit 2: Grade 4 NJSLS-ELA Prerequisite Concepts and Skills · Web viewGrade 4: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills

November 2020

Grade 4: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills

Description

Included here are the prerequisite concepts and skills necessary for students to learn grade level content based on the New Jersey Student Learning Standards in English language arts (ELA). This tool is intended to support educators in the identification of any conceptual or skill gaps that might exist in a student’s understanding of ELA standards. The organization of this document mirrors that of the instructional units and reflects a grouping of standards and student learning objectives.

The tables are each divided into three columns. The first column lists the Focus Standards and Student Learning Objectives, which contain the target grade level standards and the corresponding concepts and skills in that standard. The standards of focus for the 2020-2021 school year align to the recommendations of Student Achievement Partners 2020-21 Priority Instructional Content in English Language Arts/Literacy and Mathematics. The second column contains the Previous Grade Standards and Learning Objectives, which are concepts and skills necessary for students to learn the grade level standard as listed on the left. The third column lists other grade level standards that could be integrated into instruction to support the instruction of focus standards. Given the recursive nature of concepts in English language arts, some of the standards contain the same concepts from grade to grade. Therefore, the bold text with asterisks distinguishes the new concepts and skills reflected in a grade level standard and the corresponding student learning objective for that new concept. For example, in Unit 2, *drawing inferences from the text* is bolded and bookended with asterisks, indicating that is a new concept or skill.

Rationale for Unit Focus

Unit 2 is an in-depth study of informational text and writing with infusions of literature to make connections between genres. Instruction focuses on providing many chances for students to engage meaningfully with varying levels of complex text in order to increase stamina, extend knowledge, strengthen vocabulary skills, identify what the text says explicitly, and to draw inferences. Through a cross-curricular lens which integrates digital resources, scaffolds are provided so that all children are regularly close-reading grade-level, anchor texts that build knowledge through conceptually-related topics. Such scaffolds include providing background knowledge for content, reading multiple texts on a given topic, rereading and front-loading vocabulary. Through analysis

https://achievethecore.org/content/upload/2020%E2%80%9321%20Priority%20Instructional%20Content%20in%20ELA%20Literacy%20and%20Mathematics_June%202020.pdf

https://achievethecore.org/content/upload/2020%E2%80%9321%20Priority%20Instructional%20Content%20in%20ELA%20Literacy%20and%20Mathematics_June%202020.pdf

of text, supporting standards such as determining the main idea, summarizing the text, identifying overall structure, and understanding and using first-and- second-hand accounts of events can be integrated to engage students more fully in the work of fourth grade.

Significant time is devoted to various types of writing. Students routinely write about reading to deepen comprehension and check for understanding. In addition, children are provided with informational and literary texts that target perspective and are used to write about the motivation of individuals. Students also produce short research-based projects in content areas using informational text and literature. Non-content writing focuses on integrating social emotional learning and student reflection.

Daily opportunities for discussion are embedded throughout the curriculum to extend knowledge and learning through evidence-based student dialogue in whole group, small group, and partner work. Such work will continue to develop reading, speaking, and listening skills.

Unit 2, Module A

Focus Standard and Student Learning Objectives

Previous Grade Standard and Prerequisite Skills

Supporting Standards

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when *drawing inferences from the text.*

We are learning to/that…

*use relevant details and examples to draw inferences*

*drawing inferences helps us better understand the text*

make relevant connections when draw inferences

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

We have learned to/that…

*we ask and answer questions referring explicitly to the text*

*refer explicitly to the text as the basis for the answers*

relevant connections help us better understand the text

make relevant connections to demonstrate understanding of a text

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as

2Updated November 2020




well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose words and phrases to convey ideas precisely.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


use context to confirm or self-correct




use context to confirm or self-correct word recognition and understanding,

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

RL. 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.





word recognition and understanding, rereading as necessary

rereading as necessary RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

W.4.8. Recall *relevant* information from experiences or gather *relevant* information from print and digital sources; *take notes and categorize information and provide a list of sources. *


*take notes and categorize information*

*provide a list of sources*

*if you are taking information directly from a source you need to provide a list of sources*

recall and gather relevant information from experiences and print and digital resources

W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


*take brief notes on sources*

*sort evidence into provided categories*

recall information from experiences

gather information from print and digital sources


W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in

RI.4.2. Determine the main idea of a text and explain how it is supported by key





groups, and teacher-led) with diverse partners on *grade 4 topics and texts,* building on others’ ideas and expressing their own clearly.

C. *Pose and respond to specific questions to clarify or follow up* on information, and *make comments that contribute to the discussion* and link to the remarks of others.


*pose and respond to specific questions to clarify or follow up on information*

*make comments that contribute to the discussion* and link to the remarks of others

groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

C. Ask questions to check understanding of information presented, stay on topic, and *link their comments to the remarks of others.*


*link our comments to the remarks of others*

ask questions to check understanding of information presented and ask questions to stay on topic

details; summarize the text.

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.


Unit 2, Module B







use context to confirm or self-correct word recognition and understanding, rereading as necessary


A. Read grade-level text with purpose and understanding.

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.



read with accuracy and fluency to support comprehension

read texts with purpose and understanding

read prose and poetry orally with accuracy, appropriate rate, and appropriate expression

use context to confirm or self-correct word recognition and understanding, rereading as necessary

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

RL. 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.






B. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).


apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”)

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

SL.4.1. Engage effectively in a range of SL.3.1. Engage effectively in a range of RI.4.3. Explain events, procedures, ideas, or





collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.


engage effectively in a range of collaborative discussions (one-on-one) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

engage effectively in a range of collaborative discussions (in groups) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

engage effectively in a range of collaborative discussions (teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

explore ideas by explicitly drawing on previously read text or material and other information known about

collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.


engage effectively in a range of collaborative discussions (one-on-one) with diverse partners on grade 3 topics and texts

engage effectively in a range of collaborative discussions (in groups) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly

engage effectively in a range of collaborative discussions (teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly

build on others’ ideas and expressing our own clearly

explicitly draw on previously read text or other material/information

concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.







the topic during discussions known about the topic to explore ideas under discussion

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

B. Follow agreed-upon rules for discussions and carry out assigned roles.


follow agreed-upon rules for discussions

carry out assigned roles during discussions

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

B. Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)





C. Pose and respond to specific


C. Ask questions to check understanding


RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the





questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.


pose and respond to specific questions to clarify or follow up on information

make comments that contribute to the discussion and link to the remarks of others

of information presented, stay on topic, and link their comments to the remarks of others.


ask questions to check understanding of information presented and ask questions to stay on topic

link our comments to the remarks of others

text.





E. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.



F. Explain their own ideas and understanding in light of the discussion.



RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text





review the key ideas expressed and explain our ideas and understanding based on the information discussed

explain our own ideas and understanding in light of a discussion

in which it appears.

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.


Documents

Unit 2: Grade 4 NJSLS-ELA Prerequisite Concepts and Skills · Web viewGrade 4: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills