Quarter 2 English Language Arts Objectives

Language objectives
L4.1a – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Use relative pronouns (who, whose, whom which, that) and relative adverbs (where, when, why).

L4.1b - Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L4.1e - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Form and use prepositional phrases.

L4.1f - Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L4.2d - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  Spell grade-appropriate words correctly, consulting references as needed.

L4.3c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L4.4b – 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.  Use common grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L4.4c - 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.  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.

L4.5c – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L4.6 – Acquire and use accurately grade-appropriate conversational, 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).

Foundational skills objectives
FS4.3a – Know and apply grade-level phonics and word analysis in decoding words.  Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

FS4.4b - Read with sufficient accuracy and fluency to support comprehension.  Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

FS4.4c - Read with sufficient accuracy and fluency to support comprehension.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading objectives
RI4.3 – Explain events, procedures, ideas, or concepts in historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI4.5 - 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.

RI4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.

RI4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI4.9 – Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI4.10 – By the end of the 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.

Speaking and Listening objectives
SL4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL4.4 – 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.

SL4.5 – Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL4.6 – 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.

Writing objectives
W4.2a - Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.  Introduce a topic clearly and group related information in paragraphs and sections: include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W4.2b - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W4.2c - Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W4.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.

W4.2e - Provide a concluding statement or section related to the information or explanation presented.

W4.4 - 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 above)

W4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as 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.

W4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W4.8 – 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.

W4.9b - Draw evidence from literary or informational texts to support analysis, reflection, and research.  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”).