4th Grade Skills

Language Arts 4th Grade Learner Outcomes

Language Arts (Reading) 4th Grade Skills & Sub-skills and Learner Outcomes

1st Benchmark Period

CodePerformance ObjectiveSkills and Sub-SkillsLearner Outcomes

R04-S1C4-PO1Use knowledge of root words and affixes to determine the meaning of unknown words. Know root words: i.e. - have a working knowledge of common verbs, adverbs, and adjectives.

Know definition of different affixes (e.g., re, pre, dis, in, im, ous, ly, ful, er, est) Student will choose the appropriate definition of unknown word with affix (es) from a multiple-choice list.

And/Or Student will define a list of ten (10) unknown words with affixes.

R04-S1C4-PO5Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. Know the different reference aids

Know how to use different aspects of reference aids Student will choose the appropriate reference aid for a given word and then write three given aspects. (e.g. pronunciation, syllabication, antonym, etc)

R04-S1C4-PO6Identify antonyms, synonyms, and homonyms for given words within text. Know definition of antonym, synonym and homonyms

Know how to identify and use examples of each Student will name two (2) antonyms, two (2) synonyms, and one (1) homonym.

And/Or Student will use each, antonym, synonym, homonym, correctly in a sentence. (Total of 2 sentences for each.)

R04-S1C6-PO1Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). Know/define a prediction

Know that a prediction can include: place, time, action, and problem;

Know the difference between inference/evidence. Student will make three (3) reasonable predictions that incorporate two (2) of the following: place, time, action, and problem.

And/Or Student will support predictions with either inference or evidence.

R04-S1C6-PO2Confirm predictions about text for accuracy. Know/Prove their prediction of the text is correct by locating page(s) and paragraph(s) confirming prediction. Student will create a prediction chart identifying prediction, outcome, and page/paragraph of text used to confirm prediction.

R04-S1C6-PO4Use graphic organizers in order to clarify the meaning of the text. Know definition of a graphic organizer

Know different types and purposes of graphic organizers. Student will select and complete an appropriate graphic organizer to identify key points to show understanding of story. Should include being able to fill in open space(s) as compared to a whole graphic organizer.

R04-S1C6-PO5 Connect information and events in a text to experience and to related text and sources. Know how to read and comprehend text

Know/understand text-to-text, text-to-self, and text-to-world Students will be able to complete a graphic organizer on TheGardener that demonstrates their knowledge of text-to-text, text-to-self, and text-to-world; And/Or Student will be able to write a minimum five (5)-sentence paragraph relating the Gardener to other stories, to themself, or to the world.

R04-S2C1-PO4 Distinguish between major characters and minor characters. Know specific characteristics of major characters: frequency of name, involvement in plot, and prominence throughout story.

Know specific characteristics of minor characters: relationship to major character, role in supporting major character and their involvement in plot Student will state or identify in writing the major character and state, or identify in writing, three (3) evidence/examples from the text.

And/Or

Student will state, or identify in writing, the minor character and state or identify in writing three (3) evidence/examples from the text.

R04-S2C1-PO7 Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation). Know that a setting may include: time of day/year, historical period, place, and situation.

Know the difference between: time of day/year, historical period, place, and situation.

Know setting may be more than one area Student will define each type of setting in a statement(s).

And/Or Student will be able to choose correct setting from multiple-choice list

And/Or

Student will state two or three settings and write three examples from the text

R04-S2C1-PO10Identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama, based upon their characteristics. Know/define genre

Know the different genres characteristics. Student will list the different genres and write a short explanation of each.

And/Or

Student will be able to choose the appropriate genre from a multiple-choice list.

And/Or

Student will state the genre for a given text and cite appropriate characteristics.

R04-S3C1-PO5Identify appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) needed for a specific purpose. Know different types of reference sources and how to use them

Know each reference source usage Student will be able to choose the appropriate reference source from a multiple-choice list.

And/Or

Student will use three (3) reference sources to research Pufflings.

R04-S3C1-PO7Distinguish cause from effect. Know definition of cause and effect

Know and be able to make a distinction between cause and effect. Student will define by statement, or in writing, cause and effect.

And/Or

Student will state, or identify in writing, the cause and effect of the story.

And/Or Student will complete a cause and effect graphic organizer.


2nd Benchmark Period

CodePerformance ObjectiveSkills and Sub-skillsLearner Outcomes

R04-S1C4-PO2Use context to determine the relevant meaning of a word. Know/define context

Know how to use context to determine meaning of a word Student will write the relevant meaning of an unknown/challenge word from a given passage in text.

And/Or Students will explain the meaning using examples from the text.

R04-S1C4-PO3Determine the difference between figurative language and literal language. Know definitions and examples of figurative language

Know definitions and examples of literal language Student will explain in writing the difference between figurative and literal language using excerpts from the text. A minimum of one (1) examples of each will be given.

R04-S1C4-PO4 Identify figurative language, including similes, personification, and idioms. Know the different types of figurative language

Know how to identify a simile, personification and an idiom.

Know definition of a simile, personification and an idiom. Student will choose the correct figurative language, simile, personification, or idiom, from a multiple-choice list.

And/Or

Student will state/write and explain in three (3) sentences a simile, personification or idiom from the text.

R04-S1C6-PO3Generate clarifying questions in order to comprehend text. Know/define a question

Know/define clarify

Know how to ask appropriate questions for meaning of text Student will create three (3) clarifying questions from How to Babysit an Orangutan.

R04-S1C6-PO6 Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. Know the meaning and purpose of strategies

Know how to draw conclusions

Know how to determine cause and effect

Know how to make inferences

Know how to sequence Student will demonstrate comprehension of How to Babysit an Orangutan, through the use of the following strategies: drawing conclusions, determining cause and effect, inference, and sequencing. (Teacher created 4-point rubric to score usage of the reading strategies during small groups)

EX:

Strategy

1 time

2 times

3 times

4 times

Total

Draw Conclusions

X

X

X

3

Cause and Effect

X

X

2

Inference

X

1

Sequencing

X

X

X

X

4

(3 out of 4 indicates Mastery)

R04-S2C1-PO6Identify the speaker or narrator in a literary selection. Know/define the speaker and narrator in a literary text

Know verbal cues in text to know whos speaking Student will name the speaker and/or narrator and cite evidence from text.

And/Or

Student will choose the speaker and/or narrator from a multiple-choice list.

And/Or

Student will be able to identify the speaker/narrator when text has been changed to a new speaker/narrator.

R04-S3C1-PO4 Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. Know the organizational features found in expository text (e.g., table of contents, headings, captions, etc.)

Know the purpose of each feature in expository text Student will be able to state/write one to two pieces of specific information from the text, Two Lands One Heart, through the use of the table of contents, key words, glossaries, topic sentences, concluding sentences and headings.

R04-S3C1-PO6Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. Know the graphic features in expository text (e.g., charts, maps, diagrams, etc.)

Know how to use and understand the graphic features in expository text Student will state/write all of the appropriate graphic features in, Two Lands One Heart, and explain in three (3) sentences how each feature interprets the information from the text.

R04-S3C1-PO8Draw valid conclusions based on information gathered from expository text. Know/define a conclusion

Know/define expository text

Know how to draw a conclusion based on information from the text Student will write a conclusion from an expository text with a topic sentence and three (3) supporting sentences.

And/Or

Student will choose the correct conclusion from a multiple-choice list.

R04-S3C2-PO1Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). Know different types of functional text

Know how to retrieve specific information from functional text Student will state/write the type of functional text found in Look to the North and give evidence, as to its type, in no less than two (2) sentences.

And/Or

Student will locate and record in three (3) sentences specific information from different types of functional text.

R04-S3C3-PO2Identify persuasive vocabulary (e.g., loaded/emotional words, exaggeration) used to influence readers opinions. Know definition of persuasive

Know persuasive vocabulary

Know the difference between fact and opinion Student will find a minimum of three (3) examples of persuasive vocabulary from text, identify the type (loaded/emotional word, exaggeration) and explain in three (3) sentences how the vocabulary influences the readers opinions.


3rd Benchmark Period


R04-S2C1-PO1Identify the main problem or conflict of a plot. Know/define a plot

Know how to identify the main problem of a plot

Know how to identify the conflict within a plot Student will complete a graphic organizer illustrating the main problem or conflict of the text.

R04-S2C1-PO2Identify the resolution of a problem or conflict of a plot. Know/define a plot

Know the meanings of resolution of a problem and conflict within a plot

Know the difference between problem and conflict. Student will complete an appropriate graphic organizer that illustrates understanding of resolution of a problem and/or conflict of a plot within, The Case of Pablos Nose.

And/Or

Student will write a minimum five (5) paragraph delineating the difference between a problem and a conflict.

R04-S2C1-PO3Identify the moral of literacy selection (e.g., fables, folktales, fairytales, legends). Know the definition of a moral

Know the literary selections that contain morals (e.g. fables, folktales, fairytales, and legends.

Know the characteristics of a fable

Know the characteristics of a folktale

Know the characteristics of a fairytale

Know the characteristics of a legend Student will identify the literary classification of In the Days of King Adobe.

And/Or

Student will write a minimum two (2) paragraph explanation of In the Days of King Adobes moral.

And/Or

Student will create a chart showing the different literary selections containing morals and the characteristics of each.

R04-S2C1-PO5Describe a characters traits using textual evidence (e.g., dialogue, actions, narrations, illustrations). Know definition of textual evidence.

Know characters traits can be evidenced through dialogue, actions, narrations, and illustrations. Students will write two (2) paragraphs describing a character from the story using textual evidence.

R04-S2C1-PO9 Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry. Know characteristics of poetry (e.g. imagery, rhyme)

Know structural elements of poetry (e.g. verse, rhythm, and meter) Student will analyze the poem Saguaro Cactus for two (2) characteristics and two (2) structural elements. The analysis will be a minimum of two (2) paragraphs

R04-S3C1-PO1Identify the main idea and supporting details in expository text. Know the concept of main idea.

Know the concept of supporting details.

Know distinguishing language and structure features of expository text. Student will identify the main idea and supporting details, listing page and paragraph, in a two (2) paragraph format.

And/Or

Student will analyze a passage from, One Grain of Rice. A minimum of three (3) language and three (3) structure features need to be identified.

R04-S3C1-PO2Distinguish fact from opinion in expository text. Know the difference of fact from opinion.

Know distinguishing language and structure features of expository text. Student will identify five (5) fact and five (5) opinions from the text Fire!And/Or

Student will analyze a passage from, Fire!. A minimum of three (3) language and three (3) structure features need to be identified.

R04-S3C1-PO3Determine author's main purpose (e.g., to inform, to describe, to explain) for writing the expository text. Know the authors main purpose (e.g. to inform, to describe, to explain)

Know distinguishing language and structure features of expository text. Student will write a three (3)-paragraph explanation of the authors main purpose for writing A Very Important Day.

R04-S3C2-PO2Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Know types of functional text

Know and understand the purpose of each type of functional text (e.g. to follow directions, to solve problems, to perform procedures, to answer questions) Student will be given a minimum of 5 multiple choice questions dealing with or relating to the types of functional text.

And/Or

Students will give the purpose of Fire! In a minimum five (5) sentence paragraph.

R04-S3C3-PO1Determine the authors position regarding a particular idea, subject, concept, or object. Know the meaning of authors position

Know authors position may include opinions on particular ideas, subjects, concepts or objects Student will explain in a minimum of three (3) paragraphs the authors message in Blue Willow.

* Reteach any Grade Level POs that students did not master during benchmarks 1-3Language Arts (Reading) 4th Grade Skills & Sub-skills and Learner Outcomes

4th Benchmark Period


R04-S1C6-PO4Use graphic organizers in order to clarify the meaning of the text. Know definition of a graphic organizer

Know different types and purposes of graphic organizers. Student will select and complete an appropriate graphic organizer to identify key points to show understanding of story. Should include being able to fill in open space(s) as compared to a whole graphic organizer.

R04-S1C6-PO6 Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. Know the meaning and purpose of strategies

Know how to draw conclusions

Know how to determine cause and effect

Know how to make inferences

Know how to sequence Student will demonstrate comprehension of How to Babysit an Orangutan, through the use of the following strategies: drawing conclusions, determining cause and effect, inference, and sequencing. (Teacher created 4-point rubric to score usage of the reading strategies during small groups)

EX:

Strategy

1 time

2 times

3 times

4 times

Total

Draw Conclusions

X

X

X

3

Cause and Effect

X

X

2

Inference

X

1

Sequencing

X

X

X

X

4

(3 out of 4 indicates Mastery)

R04-S2C1-PO1Identify the main problem or conflict of a plot. Know/define a plot

Know how to identify the main problem of a plot

Know how to identify the conflict within a plot Student will complete a graphic organizer illustrating the main problem or conflict of the text.

R04-S2C1-PO2Identify the resolution of a problem or conflict of a plot. Know/define a plot

Know the meanings of resolution of a problem and conflict within a plot

Know the difference between problem and conflict. Student will complete an appropriate graphic organizer that illustrates understanding of resolution of a problem and/or conflict of a plot within, The Case of Pablos Nose.

And/Or

Student will write a minimum five (5) paragraph delineating the difference between a problem and a conflict.

R04-S3C1-PO1Identify the main idea and supporting details in expository text. Know the concept of main idea.

Know the concept of supporting details.

Know distinguishing language and structure features of expository text. Student will identify the main idea and supporting details, listing page and paragraph, in a two (2) paragraph format.

And/Or

Student will analyze a passage from, One Grain of Rice. A minimum of three (3) language and three (3) structure features need to be identified.

R04-S3C1-PO3Determine author's main purpose (e.g., to inform, to describe, to explain) for writing the expository text.

R04-S3C1-PO4 Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing) Know the organizational features found in expository text (e.g., table of contents, headings, captions, etc.)

Know the purpose of each feature in expository text Student will be able to state/write one to two pieces of specific information from the text, Two Lands One Heart, through the use of the table of contents, key words, glossaries, topic sentences, concluding sentences and headings.

R04-S3C1-PO6Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. (Connected to Research Strand in Writing) Know the graphic features in expository text (e.g., charts, maps, diagrams, etc.)

Know how to use and understand the graphic features in expository text Student will state/write all of the appropriate graphic features in, Two Lands One Heart, and explain in three (3) sentences how each feature interprets the information from the text.

R04-S3C1-PO7Distinguish cause from effect. Know definition of cause and effect

Know and be able to make a distinction between cause and effect. Student will define by statement, or in writing, cause and effect.

And/Or

Student will state, or identify in writing, the cause and effect of the story.

And/Or Student will complete a cause and effect graphic organizer.

R04-S3C1-PO8Draw valid conclusions based on information gathered from expository text. Know/define a conclusion

Know/define expository text

Know how to draw a conclusion based on information from the text Student will write a conclusion from an expository text with a topic sentence and three (3) supporting sentences.

And/Or

Student will choose the correct conclusion from a multiple-choice list.

R04-S3C3-PO1Determine the authors position regarding a particular idea, subject, concept, or object. Know the meaning of authors position

Know authors position may include opinions on particular ideas, subjects, concepts or objects Student will explain in a minimum of three (3) paragraphs the authors message in Blue Willow.

The P.O.s below were recommended by fifth grade teachers as essential skills for entering fifth grade students. Teach within the stories listed.

R05-S3C1-PO8Draw valid conclusions based on information gathered from expository text. Know what a conclusion is

Know that it is based upon the textual details presented

Know that a good conclusion needs to be reasonable and that it is supported by those details Student will state a reasonable conclusion for given text and give the supporting details that led to that conclusion

R05-S1C6-PO6Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. Know at least 5 different reading strategies and their purposes

Know what an inference is and locate details upon which to base them

Know the difference between a cause and an effect

Know what it means to draw a conclusion

Know that time order is a tool for sequencing Student will explain the strategy he/she used in order to comprehend the text/ answer teacher posed questions

R05-S2C2-PO1Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling action, resolution). Identify the main events of a story.

Identify the conflict (problem) of a story.

Identify the climax (most exciting part) of a story.

Identify the resolution (solution) of a story.From a text (heard or read):

List and explain (orally) components of the plot Write an explanation of the components of the plot

R05-S2C1-PO9Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Define the different genres of fiction

Know the identifying characteristics of each genre Student will state the genre of a given text selection and support their statement with 3-5 details from the text

R05-S3C1-PO6Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. (Connected to Research Strand in Writing) Identify graphic features and their purpose for the intended text.From an expository text

Use and interpret graphic features to comprehend and analyze information

R05-S2C1-PO2Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection. Know that theme can be a moral, an important lesson, a message, or view/comment on life

Relate personal life experiences to these examples of theme Student will discuss the theme of a given selection and explain their interpretation based upon text elements

Curriculum & Innovation

Created 5/19/06

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4th Grade Skills