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Grade 4: Year at a Glance

Topic Scales

*Bold = topic includes Literacy Essential(s)

Unit 1

Q1

Unit 2

Q2

Unit 3

Q2

Unit 4

Q3

Unit 5

Q4

Unit 6

Q4

Suggested Pacing

8/28-10/6

10/9-11/17

11/20-1/12

1/17-3/2

3/5-4/20

4/23-5/30

Questioning and Inferencing

X

X

X

X

X

X

Theme, Main Idea, and Summarizing

X

X

Story Elements

X

X

Making Connections

X

Vocabulary and Word Knowledge

X

X

X

X

X

X

Figurative Language

X

X

X

X

X

X

Prose, Drama, and Poetry

X

Text Structure

X

X

Point of View

X

X

Text Features and Visuals

X

X

Reasons and Evidence

X

X

Comparing and Contrasting

X

X

Multiple Sources

X

Grade Level Reading

X

X

X

X

X

X

Opinion Writing

X

X

Informative Writing

X

Narrative Writing

X

Research Organization

X

X

*Revising Writing and Presenting Ideas (Checklist)

X (Optional to Report)



X

X

X

*Grammar and Spelling (Checklist)




X

X

X

*See page 2 for sequence of individual standards within each checklist.

Grammar and Spelling (Checklist)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

1) Use relative pronouns (Who, whose, whom, which, that) and relative adverbs (where, when, why). (L.4.1a)

X

X

2) Form and use the progressive (for example, I was walking; I am walking; I will be walking) verb tenses. (L.4.1b)

X

3) Use model auxiliaries (for example, can, may, must) to convey various conditions. (L.4.1c)

X

4) Order adjectives within sentences according to conventional patterns (for example, a small red bag rather than a red small bag). (L.4.1d)

X

5) Form and use prepositional phrases. (L.4.1e)

X

6) Produce complete grade-appropriate sentences, recognizing and correcting inappropriate fragments and run-ons in context. (L.4.1f)

X

7) Use correct capitalization. (L.4.2a)

X

X

8) Use commas and quotation marks to mark direct speech and quotations from a text. (L.4.2b)

X

9) Use a comma before a coordinating conjunction in a compound sentence. (L.4.2c)

X

X

10) Correctly use frequently confused grade-appropriate words (for example, to, too, two, there, their). (L.4.1g)

X

X

11) Spell grade-appropriate words correctly when writing, consulting references as needed. (L.4.2d)

X

X

X

X

X

X

12) Choose words, phrases, and punctuation that convey ideas precisely. (L.4.3a; L.4.3b)

X

X

X

X

X

X

13) Explain why certain contexts call for formal English (for example, presenting ideas), and why informal discourse is appropriate in other situations (for example, small-group discussion). (L.4.3c)

X

X

X

X

X

X

14) 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). (L.4.6)

X

X

X

X

X

X

Reporting Conversion (# of standards mastered converted to scale score): 14= Score 3; 11-12= 2.5; 9-10= 2; 7-8= 1.5; 1-6= 1

Revising Writing and Presenting Ideas (Checklist)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

1) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3). (W.4.4)

x

x

x

x

x

x

2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.4.5)

x

x

x

x

x

x

3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising and editing (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4). (W.4.5)

x

x

x

x

x

x

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

x

x

x

x

x

x

5) With some guidance and support from adults, use technology, including the Internet, to interact and collaborate with others (on writing). (W.4.6)

x

x

x

x

x

x

6) Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)

x

x

x

x

x

x

7) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.4.4)

x

x

x

x

x

x

8) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)

x

x

x

x

x

x

Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Grade 4: Literacy Scales + Checklists

No changes can be made to targets identified in bold, as these are directly from the Iowa Core Standards*** targets are Essentials to Literacy at this grade level.

Click here to read more about selecting an appropriate text to use with students when gathering evidence of mastery.

Questioning and Inferencing

(RL.4.1, RI.4.1)

ANCHOR STANDARD(S):

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

4

Student demonstrates in-depth inferences and applications that go beyond the goal.

3

Learning Goal

A. Refer to details and examples in a text when explaining what the text says explicitly. (RL.4.1; RI.4.1)***

B. Refer to details and examples in a text when drawing inferences from the text. (RL.4.1; RI.4.1)***

ANALYSIS

2

a. Refer explicitly to the text as the basis for the answers to questions.

b. Draw logical inferences.

1

Students performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabulary

detail, explicit, inference, evidence

Questioning and Inferencing Item Bank

(RL.4.1, RI.4.1)

Level 4

Investigate your questions using an additional resource. Write or tell what you found out. Cite examples using details from the text.

Level 3

A

B

What details or examples from the text best explain who or what the text is about?

Use a quote from the text to answer this question, ______. What does the author want me to know?

What quote supports the following fact about the text? _______.

Use a quote to support you inference about _________________.

What can you infer from what you have read about _________. (character/idea/environment/pattern of events/problem)? Give specific examples from the text that support your inference.

*click on the picture to follow link to resource.

Level 2

a

b

Which two sentences best support the idea that ______. Multiple Choice

Ask a question-student answer- ask him to show the text evidence (how do you know?).

He was terrified, but he was also furious with himself. Why was Todd furious with himself? Multiple Choice

Multiple choice question that requires that student make an inference from the text.

Theme, Main Idea, and Summarizing

(RL.4.2, RI.4.2)

ANCHOR STANDARD(S):

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

4

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.

3

Learning Goal

A. Determine the theme of a story, drama, or poem from details in the text. (RL.4.2)***

B. Determine the main idea and explain how it's supported by key details. (RL.4.2; RI.4.2)***

ANALYSIS

2

a. Determine the theme of a text.

b. Identify details that support a teacher-provided theme or main idea of a text.

c. Summarize a text (RL.4.2; RI.4.2)***

1


Academic Vocabulary

main idea, supporting detail, summarize, theme

Theme, Main Idea, and Summarizing- Item Bank

(RL.4.2, RI.4.2)

Level 4

Write/tell a new story using the same theme or main idea. Provide key details that support the theme/main idea.

Level 3

A

B

What is the theme of this story/drama/poem? How do you know? What details in the text helped you determine the theme?

What is the main idea of the text? How do you know? What details in the text helped you determine the main idea?


Level 2

a

b

c

Which is the theme/main idea of the text?

MULTIPLE CHOICE

___________________ is the theme/main idea of the text. Which detail from the text support this theme?

MULTIPLE CHOICE

Summarize the text.


Story Elements

(RL.4.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

4


3

Learning Goal

A. Describe in-depth a character, setting, or event in a story or drama, using specific details in the text. (RL.4.3)

ANALYSIS

2

a. Recognize or recall specific characters, settings, or events from a story or drama.

b. Identify details that support the description of a character, setting, or event in a story or drama.

1


Academic Vocabulary

detail, drama, event, setting

Story Elements- Item Bank

(RL.4.3)

Level 4

Based on what you know about the character, what would happen if. Cite details in the text to support your answer.

Level 3

A

How does the author describe the setting? What specific words does the author use to describe where and when the story/drama takes place?

What specific words let you know what the character was thinking?

How does the main character change in the story? What events cause that change?

Level 2

a

b

Which character from the story (action of character)?

MULTIPLE CHOICE

Which detail from the story supports that _______ (character) is selfish (character trait)?

MULTIPLE CHOICE

Which word describes the character at the (beginning, middle or end) of the story?

MULTIPLE CHOICE

Making Connections

(RI.4.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

4


3

Learning Goal

A. Explain events, procedures, ideas, or concepts in a text (historical, scientific, or technical), including what happened and why (cause, effect, consequently, for this reason, as a result), using specific information in the text. (RI.4.3)

ANALYSIS

2

a. Describe what happened as a result of an event, procedure, idea, or concept in a given text.

b. Represent (draw, map, show) procedures, ideas, or concepts in text.

1


Academic Vocabulary

concept, event, historical, procedure, scientific, technical

Making Connections- Item Bank

(RI.4.3)

Level 4

Develop a new procedure and write the steps to explain your procedure, including specific information about the steps or concepts.

Level 3

A

Using specific information found in the historical/scientific/technical text, what events are happening? Why? What is the result of __________ events?

Based on the selection, why does _____ occur after ______?

Based on the selection, which statement is a cause of?

MULTIPLE CHOICE

Level 2

a

b

Which concept is presented in the text? What is the result of that concept?

MULTIPLE CHOICE


Vocabulary and Word Knowledge

(L.4.4a, L.4.4b, L.4.4c, L.4.5c, RI.4.4)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4


3

Learning Goal

Students demonstrate they have the ability to 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. (Language 4)

A. Use context (definitions, examples, or restatements in text) as clue to the meaning of a word or phrase. (L.4.4a)***

B. Use common Greek and Latin affixes and roots as clues to the meaning of a word (for example, telegraph, photograph, autograph). (L.4.4b)***

C. Consult grade-appropriate reference materials (for example, dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (L.4.4c)

D. Demonstrate understanding of grade-appropriate words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (L.4.5c)

ANALYSIS

2

a. Describe the meaning of common Greek and Latin affixes and roots.

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

1


Academic Vocabulary

root, synonym, antonym, homograph, simile, metaphor, context clue

*Use Prefixes, Suffixes, Root Words document as a guide

Vocabulary and Word Knowledge- Item Bank

(L.4.4a, L.4.4b, L.4.4c, L.4.5c, RI.4.4)

Level 4

Student appropriately uses above grade level vocabulary in writing and speaking. See next grade level for suggested vocabulary words.

Level 3- Student CHOOSES FLEXIBLY from a range of strategies to determine word meanings

A

B

C

D

Use the context of the word, and information provided in the article to figure out the meaning of the underlined words. Write the meanings on the lines below.

Add prefix/suffix to a root word. Student writes/tells new meaning.

This task is most effective when completed in reading connected text or when writing.


Student uses glossary, dictionary to say/write his own definition for a word encountered in connected text.

Student says/writes definitions for words and uses those to determine definitions for their antonyms and synonyms.

This task is most effective when completed in reading connect text or when writing.

Level 2

a

b

Student says/write a meaning/definition in his own words for common prefixes, suffixes, and roots.


Students says/writes the meaning of common grade level vocabulary. This task is most effective when completed in reading connected text.

Figurative Language

(RL.4.4, L.4.5a, L.4.5b)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4


3

Learning Goal

A. Interpret the meaning of words/phrases that allude to significant characters found in mythology (for example, Herculean). (RL.4.4)

B. Explain the meaning of simple similes and metaphors (e.g. pretty as a picture) in context. (L.4.5a)

C. Explain the meaning of common idioms, adages, and proverbs. (L.4.5b)

ANALYSIS

2

a. Recognize common idioms, adages, and provides in text.

b. Recognize references to significant characters found in mythology.

c. Recount the meaning of simple similes and metaphors.

1


Academic Vocabulary

Simile, metaphor, figurative language, mythology

Figurative Language- Item Bank

(RL.4.4 L.4.5a, L.4.5b)

Level 4

Students uses similes, metaphors, idioms, adages, and proverbs in their writing and/or speaking.

Level 3

A

B

C

Why does the author use ___ (word) and/or (phrase) when talking about (character)? If it alludes to mythology, what is the meaning?

For example, Midas (Midas touch/fortunate), Hercules (Herculean/strong), Achilles (Achilles heel, weak spot), Mercury (mercurial/fickle), Titan (Titanic/huge)

What is the meaning of _____ (simile/metaphor)? Give an example.

What is the meaning of _____ (idiom/adage/proverb)?

Level 2

a

b

c

Underline/highlight any idioms, adages, or proverbs you find in the text.

Underline/highlight any mythology references you find in the text.

What is the meaning of ______ (simile/metaphor)?

Prose, Drama, and Poetry

(RL.4.5)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3

Learning Goal

A. Explain major differences between poems, drama, and prose. (RL.4.5)

B. Refer to the structural elements of poems (for example, verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (RL.4.5)

COMPREHENSION

2

a. Identify a drama, prose or poem.

b. Identify structural elements of poems (verse, rhythm, meter).

1


Academic Vocabulary

drama, prose, poem, verse, rhythm, meter, dialogue

Prose, Drama, and Poetry- Item Bank

(RL.4.5)

Level 4

Level 3

A

B

How does a poem differ from a drama?

How does a prose differ from a poem?

How does a prose differ from a drama?

What type of text is this (poem/drama/prose)? How do you know?

Explain the structural element that helped you determine the type of text.

Level 2

a

b

Is this text considered a poem, drama, or prose?

Circle the example of the structural element that helped you determine the type of text

a. lines grouped together to make stanzas

b. begins with a cast of characters

c. organized in paragraphs

d. stage directions tell actors what to do

Text Structures

(RI.4.5)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

4


3

Learning Goal

A. 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. (RI.4.5)

COMPREHENSION

2

a. Identify examples of text structures.

1


Academic Vocabulary

chronology, comparison, cause/effect, problem/solution

Text Structures- Item Bank

(RI.4.5)

Level 4

Level 3

A

What is the text structure? What components of the text helped you identify the structure? Cite evidence.

How does cause-effect differ from chronology?

How does comparison differ from problem-solution?

How does cause-effect differ form problem-solution?

Describe the structure of this text.

Identify 2 signal words or phrases that helped you identify this text structure.

Level 2

a

Which of the following identifies the structure of this text?

a. Cause and Effect

b. Question and Answer

c. Description

d. Problem and Solution

Give an example of a structural element.

Give an example of a structure of a text.

Is this text considered chronology, comparison, cause/effect, problem/solution?

Point of View

(RL.4.6, RI.4.6)

ANCHOR STANDARD(S):

Assess how point of view or purpose shapes the content and style of a text.

4


3

Learning Goal

A. Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations. (RL.4.6)

B. Compare and contrast (similar, differ, on one hand, on the other hand) a firsthand and secondhand account of the same event or topic; describe the differences in focus or bias of the information provided. (RI.4.6)

ANALYSIS

2

a. Identify first- and third-person narrations in texts.

b. Identify firsthand and secondhand accounts of the same event.

1


Academic Vocabulary

account, firsthand, secondhand, topic, point of view, first person, third person, focus, narration

Point of View Item Bank

(RL.4.6, RI.4.6)

Level 4

Revise (re-write or re-tell) a 1st hand/1st person account to a 2nd hand/3rd person account.

Level 3

A

B

Who is telling the story? How do you know? What can you tell about his/her beliefs, attitude, or experiences?

Whats the difference between a first and third person narration? Is the selection/story written in the first or third person? How do you know? Cite from the text to support your answer.

Identify and describe the point of view in Story A and Story B. How are they similar/different?

Is this event/topic a firsthand or secondhand account? How do you know? Cite specific evidence from the text.

Listen as I read a secondhand account from a text about the same topic. How is the focus different? OR How is it similar or different from the firsthand account you read?

This text is a _________________________________hand account.

I know this because________________________________.

Level 2

a

b

Is the text first-person or third-person narration?

Is this a firsthand or secondhand account?

What happened in the firsthand account you read?

Listen as I read a secondhand account from a text about the same topic. What happened in this second hand account?

Text Features and Visuals

(RL.4.7, RI.4.7)

ANCHOR STANDARD(S):

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

4


3

Learning Goal

A. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (RL.4.7)

B. Explain how information presented visually, orally, or with the use of text features (for example, in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) contributes to an understanding of the text in which it appears. (RI.4.7)

COMPREHENSION

2

a. Describe characters, settings, and events of a text or visual presentation.

b. Interpret information presented visually, orally, or with the use of text features (for example, in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages).

1


Academic Vocabulary

animation, chart, diagram, drama, graph, interactive element, oral, timeline, version, visual

Text Features and Visuals- Item Bank

(RL.4.7, RI.4.7)

Level 4

Add text features to support an inform text. Justify why you added the text features that you did.

Level 3

A

B

How is the information presented here connected to other information in the text?

How does the text feature help you better understand what you are reading?

What part of the text provides an explanation of the ____ (chart, graph, diagram, timeline, animation, or other).

What type of text feature does the author use in the story? Why did the author include the text feature?

Why do you think the author decided to use _____ (charts, graphs, diagrams, timelines, animations, or other visuals) to present the information in the text we are reading?

Level 2

a

b

What is an oral presentation? Visual presentation? Text presentation?

How do the images, sounds, and movements from the visual presentation (film, picture, etc) mirror the text versions description of ______? How is this description similar or different when compared to the text version?

(Question about a provided chart, graph, diagram, timeline, etc.)

Example: What year was George Washington born?

Reasons and Evidence

(RI.4.8)

ANCHOR STANDARD(S):

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. *Important Note: NOT the same as main idea

4


3

Learning Goal

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

COMPREHENSION

2

a. Identify the reasons and evidence used to support particular points in a text.

1


Academic Vocabulary

point, reason, supporting evidence

Reasons and Evidence- Item Bank

(RI.4.8)

Level 4

Research to find further evidence about an authors point. Did your further research support the authors point or refute it? Cite evidence from your research when explaining.

Level 3

A

What evidence does the author give to support the following point in the text ______________?

Is it enough evidence to substantiate/support that particular point?

What is the authors point? What reasons or evidence do they provide?

The authors point of writing this essay was___________

One of the details I used to support the authors point was__________

Another detail I used to support the authors point was____________

Level 2

a

What is evidence?

Complete the following graphic organizer using information from the text:


How many different pieces of evidence can you find in the text to support the following point on the text: _________________________?

Comparing and Contrasting

(RL.4.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4


3

Learning Goal

A. Compare and contrast the authors treatment of similar themes and topics (for example, opposition of good and evil) and patterns of events (for example, the quest) in stories, myths, and traditional literature from different cultures. (RL.4.9).

ANALYSIS

2

a. Identify examples of themes, topics, and patterns of events in stories, myths, and traditional literature from different cultures.

1


Academic Vocabulary

myth, theme, topic, treatment

Comparing and Contrasting- Item Bank

(RL.4.9)

Level 4

After reading TEXT 1 by author 1 and TEXT 2 by author 2, tell what you think would happen if author 2 wrote about the same topic of TEXT 3 by author 1.

Level 3

A

How is _____ (topic/theme/patterns of events) presented similarly in (Text A) and (Text B)? How is it different? Give evidence from both texts.

Read the two poems. Fill in the chart to compare and contrast them.

How is the way the first story talks about _____ different or the same as the way the second story/poem/myth does?


Level 2

a

What is the topic of the poem/story/myth?

What is the theme of the poem/story/myth?

In your own words, what does theme mean?

Multiple Sources

(RI.4.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4


3

Learning Goal

A. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (RI.4.9)***

COMPREHENSION

2

a. Identify important information from two texts about the same topic.

1


Academic Vocabulary

integrate, topic

Multiple Sources- Item Bank

(RI.4.9)

Level 4

Identify issues or misunderstandings in different authors presentation of the same topic.

Level 3

A

What are the most important points and key details in (Text A) and(Text B)?

What was included in (Text A) that was not included in (Text B)?

Read the two texts. Then, on a separate sheet of paper, write a paragraph about _________ (the topic).

Level 2

a

Identify two pieces of important information from the texts.

Use the graphic organizer to record information from the texts:

How do you decide what details or main points are important enough that you need to include them when you are writing?


Grade Level Reading

(RF.4.3, RF.4.4, RL.4.10, RI.4.10)

ANCHOR STANDARD(S):

Read and comprehend complex literary and informational texts independently and proficiently.

4

Students demonstrate they have the ability to read text at the 950+ Lexile level.

3.5

Students demonstrate they have the ability to read text at the 855-949 Lexile level.

3


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

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. (RF.4.3a)

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

a. Read grade-level text with purpose and understanding. (RF.4.4a)

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF.4.4b)

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.4.4c)

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RL.4.10)

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RI.4.10)

2.5


2


1.5


1

Students demonstrate they have the ability to read text at the BR-242 Lexile level.

Text Level Guidance:

When collecting evidence around the reading (RL + RI) topics, students are expected to independently read the text and demonstrate their level 3 understanding. When a student is not able to independently access grade level text, a below level text may be used to assess the standard (learning goal); however, if a below level text is not complex enough to support the level 3 learning, the standard may be assessed using listening comprehension as a level 2 target.

This Grade Level Reading topic communicates if students can independently read and comprehend grade level text. The other RI and RL topics do not require students to read grade level text for assessment; however, teachers are encourage to use grade level, complex text during instruction whenever possible as is best practice.

Determining a Topic Score for Grade Level Reading

Run Class Report for the most recent MAP Reading Test

Locate the Lexile range for each student on the report

Add 100 points from the bottom number of the range to determine each students Lexile level

Compare that number to ranges in the above scale to determine the topic score

Opinion Writing

(W.4.1)

ANCHOR STANDARD(S):

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. (W.1)

4


3

Learning Goal

Students demonstrate they have the ability to write opinion pieces in which they:

A. State an opinion. (W.4.1a)***

B. Create an organizational structure in which related ideas are grouped to support the writers purpose. (W.4.1a)***

C. Provide reasons that are supported by facts and details. (W.4.1b)***

KNOWLEDGE UTILIZATION

2

a. Introduce a topic or text clearly. (W.4.1a)***

b. Link opinion and reasons using words and phrases (for example, for instance, in order to, in addition).(W.4.1c)***

c. Provide a concluding statement or section related to the opinion presented. (W.4.1d)***

1


Academic Vocabulary

concluding statement, detail, fact, introduce, link, opinion, organizational structure, phrase, point of view, purpose, reason, support, topic

Opinion Writing Item Bank

(W.4.1)

Level 4

Level 3 Student Writing Samples

http://www.corestandards.org/assets/Appendix_C.pdf

http://achievethecore.org/category/330/student-writing-samples

Informative Writing

(W.4.2)

ANCHOR STANDARD(S):

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

4


3

Learning Goal

Students demonstrate they have the ability to write informative pieces in which they:

A. Group related information in paragraphs and sections. (W.4.2a)

B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (W.4.2b)

C. Provide a concluding statement or section related to the information or explanation presented. (W.4.2e)

ANALYSIS

2

a. Introduce a topic clearly. (W.4.2a)

b. Include formatting (for example, headings), illustrations, and multimedia when useful to aiding comprehension. (W.4.2a)

c. Link ideas within categories of information using words and phrases (for example, another, for example, also, because). (W.4.2c)

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (W.4.2d)

1


Academic Vocabulary

category, concrete, convey, detail, domain-specific vocabulary, formatting, heading, illustration, inform, informative/explanatory, link, multimedia, phrase, precise, quotation, related

Informative Writing Item Bank

(W.4.2)

Level 4




Narrative Writing

(W.4.3)

ANCHOR STANDARD(S):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

4


3

Learning Goal

Students demonstrate they have the ability to write narrative pieces in which they:

A. Organize an event sequence that unfolds naturally. (W.4.3a)

B. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (W.4.3b)

C. Provide a conclusion that follows from the narrated experiences or events. (W.4.3e)

ANALYSIS

2

a. Orient the reader by establishing a situation and introducing a narrator and/or characters. (W.4.3a)

b. Use a variety of transitional words and phrases to manage the sequence of events. (W.4.3c)

c. Use concrete words and phrases and sensory details to convey experiences and events precisely. (W.4.3d)

1


Academic Vocabulary

concrete, convey, description, detail, dialogue, event, experience, narrative, organize, orient, phrase, precise, response, sensory, sequence, situation, technique, transition

Narrative Writing Item Bank

(W.4.3)

Level 4




Research Organization

(W.4.7, W.4.8, W.4.9)

ANCHOR STANDARD(S):

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

4


3

Learning Goal

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

B. Recall relevant information from experiences or gather relevant information from grade-appropriate print and digital sources. (W.4.8)***

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

KNOWLEDGE UTILIZATION

2

a. Recall relevant information from experiences or gather relevant information from grade-appropriate print and digital sources. (W.4.8)***

b. Take notes from sources. (W.4.8)***

c. Categorize information from notes. (W.4.8)***

d. Provide a list of sources. (W.4.8)***

1


Academic Vocabulary

research, analysis, sources

Research Organization - Item Bank

(W4.7, W.4.8, W.4.9)

Level 4

Level 3 Student Writing Examples



Revising Writing and Presenting Ideas (Checklist)

1) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3). (W.4.4)

2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.4.5)

3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising and editing (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4). (W.4.5)

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

5) With some guidance and support from adults, use technology, including the Internet, to interact and collaborate with others (on writing). (W.4.6)

6) Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)

7) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.4.4)

8) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)

Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Grammar and Spelling (Checklist)

1) Use relative pronouns (Who, whose, whom, which, that) and relative adverbs (where, when, why). (L.4.1a)

2) Form and use the progressive (for example, I was walking; I am walking; I will be walking) verb tenses. (L.4.1b)

3) Use model auxiliaries (for example, can, may, must) to convey various conditions. (L.4.1c)

4) Order adjectives within sentences according to conventional patterns (for example, a small red bag rather than a red small bag). (L.4.1d)

5) Form and use prepositional phrases. (L.4.1e)

6) Produce complete grade-appropriate sentences, recognizing and correcting inappropriate fragments and run-ons in context. (L.4.1f)

7) Use correct capitalization. (L.4.2a)

8) Use commas and quotation marks to mark direct speech and quotations from a text. (L.4.2b)

9) Use a comma before a coordinating conjunction in a compound sentence. (L.4.2c)

10) Correctly use frequently confused grade-appropriate words (for example, to, too, two, there, their). (L.4.1g)

11) Spell grade-appropriate words correctly when writing, consulting references as needed. (L.4.2d)

12) Choose words, phrases, and punctuation that convey ideas precisely. (L.4.3a; L.4.3b)

13) Explain why certain contexts call for formal English (for example, presenting ideas), and why informal discourse is appropriate in other situations (for example, small-group discussion). (L.4.3c)

14) 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). (L.4.6)

Reporting Conversion (# of standards mastered converted to scale score): 14= Score 3; 11-13= 2.5; 9-10= 2; 7-8= 1.5; 1-6= 1

Page | 5Grade 4 Literacy Quick Guide Updated 9/5/2017

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