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Criteria / Performance Indicators 1 2 3 4Fourth Grade

Third Quarter ELAReading Literary

ELAGSE4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking/Answering Questions, Inferring, Making Connections)Prerequisites:

ask questions about literary text referring to specific details answer questions about a literary text using explicit references to

support their answer find evidence within a literary text to support an answer refer to text to support their conclusion

Know: details and examples from the text can be

used as evidence to support inferences drawn from the text

an inference is a logical assumption based on details from the text and their own prior knowledge and experiences

text contains explicit and implicit information

explicit information is stated directly in the text

implicit information is drawn from clues in the text and is not explicitly stated in the text

how to identify details and examples in the text that support their ideas

Do: refer to explicit details from the text to

explain their inferences or conclusionsELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (summarizing)Prerequisites:

analyze text to determine the central message, lesson, or moral of a piece of literary text

use explicit and implicit details from the text to explain how the message, lesson, or moral is communicated

Know:Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8

Written by Kay Burke and published by Corwin Presshttp://www.corwinpress.com

Troup County Schools 2016-17Teacher Checklist - Third Quarter Georgia Standards of Excellence

http://www.corwinpress.com/

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theme is the central idea or underlying message of the text theme of a story is woven all the way through a story, drama, or poem

characters actions, interactions, and motivations all reflect the theme of a story, drama, or poem

theme is usually not stated directly in the text, but must be inferred from the details of the text

stories, dramas, and poems may or may not have more than one theme

a summary is a brief statement containing the main points of a text

Do: determine the theme/themes of the text

using details from the text to support their thinking

write a summary using details from the text

ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Prerequisites:

identify character actions in a story identify the sequence of events in a story describe characters in a story based on their traits, motivations,

feelings, thoughts, or interactions explain how a character's actions contribute to or alter the

sequence of events in a storyKnow:

a drama is a story that is portrayed by characters through action and dialogue

a character can be described based on his/her thoughts, words, actions, decisions, physical attributes, and interactions with others a setting can be described based on the time and place

an event can be described based on the characters, action, impact on other events, and location within the chronological sequence of a story or

Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8Written by Kay Burke and published by Corwin Press

http://www.corwinpress.comTroup County Schools 2016-17

Teacher Checklist - Third Quarter Georgia Standards of Excellence


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dramaDo:

describe a character, drawing on specific details in the text regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others

describe a setting, drawing on specific details in the text regarding the time and place

describe an event, drawing on specific details in the text regarding the action and sequence of the story





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ELAGSE4RL4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Prerequisites:

determine the meaning of literal words and phrases within a text determine the meaning of nonliteral words and phrases within a

text distinguish between literal and nonliteral language use context clues to determine the meaning of words and phrases

within a text use prior knowledge to determine the meaning of words and phrases within a text

Know: phrases are sequences of words intended

to have meaning context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word

many words are derived from significant characters found in mythology

Do: determine the meaning of words and

phrases as they are used in a text use context clues to determine the

meaning of words and phrases as they are used in a text

use prior knowledge, including knowledge of significant characters found in mythology, to determine the meaning of words and phrases as they are used in a text

ELAGSE4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.Prerequisites:

explain how the parts of a text are arranged to progressively develop events and ideas

reference parts of stories, dramas, and poems when writing or speaking about a text

Know: verse refers to the number of lines in each





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stanza of a poem rhythm is a recurring pattern of

aGSEented words or syllables in a poem meter is the number of stressed syllables

in each line of a poem sound devices such as verse, rhythm, and

meter are used in poetry to create a musical effect

casts of characters are the players in a drama

settings are where and when a drama takes place

descriptions are words written in a drama to convey information about a character or setting

dialogue refers to the words spoken by characters in a drama or story

stage directions are written instructions for an actor in the script of a drama

prose is ordinary speech or writing without rhythmic structure

Do: describe how poems, drama and prose

are arranged differently to illustrate events and ideas to create dramatic effect

describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text

analyze the components of a text to determine its structure

ELAGSE.4.RL.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (making connections)Prerequisites:

determine the narrator's and/or character's point of view in a story formulate their own point of view in a story explain the differences

between their own point of view and the narrator's/character's point of view

Know: stories can be told from many different

points of viewCredit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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first person point of view oGSEurs when the story is being told from a character's perspective in his or her own words

a character who narrates the story in first person point of view refers to himself or herself with the pronoun "I"

third person point of view oGSEurs when the story is being told from the author's perspective, when the author is not a character in the story

Do: identify the point of view from which a

story is being told compare and contrast stories that use the

same point of view compare and contrast stories that use

different points of view find similarities and differences in

narration between a story written in first person and a story written in third person

ELAGSE.4.RL.7: 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.Prerequisites:

explain how aspects of a text's illustrations contribute to what is conveyed by the words in a text

explain how aspects of a text's illustrations contribute to creating mood in a text

explain how aspects of a text's illustrations contribute to emphasizing aspects of a character in a text explain how aspects of a text's illustrations contribute to emphasizing aspects of the setting in a text

Know: making connections between written,

visual, and oral versions of a text improves comprehension

making connections while reading requires an awareness of the text and reader's background knowledge

descriptions and directions in written, visual, or oral presentations of a text





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Do: make connections using concrete details,

quotations, or other information from the text being compared

compare written text with an oral or visual presentation of that text

ELAGSE.4.RL.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Prerequisites:

compare how themes, settings, and plots are similar in stories written by the same author about the same or similar characters (e.g., in books from a series) contrast how themes, settings, and plots are different in stories written by the same author about the same or similar characters

Know: a theme is a central, unifying message of a

literary work (e.g., story, myth, legend, tall tale, fable, etc.)

a topic is the subject of a literary work (e.g., love or friendship)

themes and topics are revealed by literary elements in stories (e.g., characters, settings, and events in stories)

literary works often use specific story patterns (e.g., quest, rite of passage, reversal, initiation, surprise, rescue, union)

culture is the ideas, beliefs, and values shared by a group of people stories, myths, and traditional literature reflect the values and beliefs of the culture from which they come

Do: compare and contrast themes and topics in

stories, myths and traditional literature from different cultures

compare and contrast patterns of events in stories, myths and traditional literature from different cultures

explain how themes and topics are revealed Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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by characters, settings and events in stories explain how stories, myths, and traditional

literature reflect the values and beliefs of the culture from which they come

ELAGSE4RL10: 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.Prior Learning (CCGPS) Students are expected to read within the Lexile levels of 740-1010 by the end of fourth grade.

Read between the Lexile ranges of 740-1010 Demonstrate understanding of the text they

read by answering higher order questions Independently choose to read various genres.





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Reading InformationalELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.(Asking and answering Questions, Inferring, Making Connections)Pre-requisite:

ask questions about an informational text referring to explicit details and examples from the text

answer questions about an informational text using explicit details and examples from the text to support their answer

find evidence within an informational text to support an answer refer to text when drawing conclusions

Know: details and examples from the informational

text can be used as evidence to support conclusions drawn from the text

an inference is a logical assumption based on details and examples from the informational text and their own prior knowledge and experience

informational text contains explicit and implicit information

explicit information is stated directly in the informational text

implicit information is drawn from clues in the informational text

Do: identify details and examples from

informational text to support their inferences and conclusions

ELAGSE4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Determining Importance)Pre-requisite:

identify details from the text that were used to determine the main idea

explain how the details from the text support the main idea determine the main idea of a text use signal words to locate supporting details in the text





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Know: main idea of a text is the central thought or

the point the author is making about a topic main idea of a text is often explicitly stated in

informational text key details in an informational text help

determine the main idea a summary contains only the most important

details from the textDo:

identify details from the informational text that support the main idea

explain how details from the text support the main idea

select and use key details to summarize the text

ELAGSE4RI3: 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.Pre-requisite:

describe relationships between procedures, events, ideas, or concepts

Know: events, procedures, ideas, and concepts in

different kinds of informational textsDo:

explain events, procedures, ideas, and concepts in different kinds of texts

explain what happened and why based on information in the text

ELAGSE4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject areaPre-requisite:

make connections between a series of historical events, scientific ideas/concepts, or steps in technical procedures describe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect

Know: definitions, examples, and restatements are

all types of context cluesCredit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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a restatement is when something is restated again in a different way

a thesaurus is a book of synonyms and antonyms alphabetically arranged

Do: use context such as definitions, examples, or

restatements to determine the meaning of words or phrases

use common Greek and Latin affixes and roots to determine the meaning of an unknown word

use a glossary, dictionary, or thesaurus to determine the meaning of unknown words

ELAGSE.4.RI.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.Pre-requisite:

use synonyms and relevant descriptive words to generate key words

use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently

use sidebars and hyperlinks to locate relevant information quickly and efficiently

explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic

determine whether information is relevant to a given topic choose the appropriate text feature or search tool to complete a

task efficiently evaluate how text features connect to the greater text

Know: text structure refers to the way authors

organize information in a text authors use different structures to

communicate events, ideas, concepts and information in a text

readers use text structure to monitor their comprehension and help them make better sense of the information in a text

texts organized chronologically describe events in the order they happened, or tell the ordered steps to do or make something

sequence words (e.g. first, following, soon, Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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finally) indicate a text is organized chronologically

texts organized in a compare/contrast structure tell about the similarities and differences between two or more things

to compare is to show how two or more things are alike

to contrast is to show how two or more things are different

words that signal a text are organized using a compare/contrast structure (e.g. same, alike, as opposed to, on the other hand)

texts organized in a cause effect structure describe why one or more events occurred

a cause is an action or event which has one or more outcomes

an effect is an action or event which occurs as a result of another event (the cause)

words that signal a text are organized using a cause/effect structure (e.g. so, because, therefore, consequently, as a result)

texts organized in a problem/solution structure describe a problem then give one or more possible solutions

a problem is an obstacle that has one or more possible solutions

a solution is how a problem is overcome phrases that signal a text is organized using a

problem/solution structure (e.g. the problem is, a possible solution, to solve this, in order to overcome)

texts are organized in a descriptive structure describe a topic by listing characteristics, features, and examples

words that signal a text are organized using a descriptive structure (e.g. for example, characteristics, to illustrate)

Do: determine the overall text structure by using

signal or sequence words and determining how events or ideas relate to one another

evaluate how the text structure connects the Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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events, ideas, concepts and information presented in the text

determine why an author chose a text structure

describe the order of events in a chronologically organized text

describe the cause and explain why it led to a specific effect

describe the problem and possible solution(s) to the problem from a text

ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.Pre-requisite:

identify the author's point of view in a text identify their own point of view on the same subject compare their own point of view with the author's, noting the

similarities and difference describe how the author's point of view is shaped by background and experience (e.g., difference in generation, location, social status, etc.)

Know: a firsthand account (primary source) is told

from the perspective of a participant in an event

a secondhand account (secondary source) is told from the perspective of someone who did not participate in the event

the point of view (firsthand or secondhand) of an account affects the focus and information provided in the account

there will be similarities and differences between firsthand and secondhand accounts of the same event

Do: identify important details from the text which

indicate the author's focus determine the focus of both firsthand and

secondhand accounts of an event or topic contrast the details and information provided

in different accounts of the same event or topic





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compare and contrast a firsthand and secondhand account of the same event or topic

ELAGSE.4.RI.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.Pre-requisite:

interpret the information from illustrations and words in a text to determine where, when, why, and how key events occur explain how they used illustrations and words within a text to better understand key events

Know: how to identify common informational text

features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

how to identify the purpose of each text features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

how to read diagrams, timelines, legends, etc. to clarify meaning

Do: interpret information from charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages

compare and contrast information from charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages

evaluate why information is included or not included in informational text

explain how information presented visually, orally or quantitatively contributes to or improves understanding of informational text

ELAGSE4RI8: Explain how an author uses reasons and evidence to support particular points in a text.Pre-requisite:

determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential





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order describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points

Know: that reasons and evidence are pieces of

information that support particular points within a text

reasons and evidence used to support particular points (e.g., arguments) in a text

Do: explain how an author uses specific reasons

and evidence to support particular points in a text

evaluate whether or not the reasons and evidence given support the particular points posed by the author

ELAGSE.4.RI.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Pre-requisite:

compare and contrast how two informational texts on the same topic present the most important points

compare and contrast how two informational texts on the same topic present the key details

Know: that information from two texts can be

combined to create a more complete understanding of a topic

key and relevant details on a single topic between two texts

how to categorize key details from two texts how to eliminate nonessential information how to synthesize information from two texts

on a single topic

Do: speak knowledgeably about a topic,

integrating information from two texts compose a piece of writing on a topic,

integrating information from two textsELAGSE4RI10: 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





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proficiently, with scaffolding as needed at the high end of the range.Prior Learning (CCGPS) Students are expected to read within the Lexile levels of 740-1010 by the end of fourth grade.

Read between the Lexile ranges of 740-1010 Demonstrate understanding of the text they

read by answering higher order questions Independently choose to read various genres

Reading FoundationalELAGSE4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.Prior Learning (CCGPS) In third grade, students were taught common prefixes and suffixes, breaking up multisyllabic words, and irregularly spelled words.a. 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.Know

Understand the 6 syllabication patterns: Closed syllables Vowel-C-e (Magic e) Open syllables Vowel Team Vowel-r Consonant-le

Do Use syllabication patterns to read multi-

syllabic words: Look for word parts at the beginning of the

word. (prefix) Look for word parts at the end of the word.

(suffix) Look at what’s left. (base word) Look for

familiar patterns in the base word. Sound out word parts. Say the word parts fast. Ask: Is it a real word? Does it make sense in

the sentence?ELAGSE4RF4: Read with sufficient accuracy and fluency to support comprehension.





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Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 120 words per minute by the end of third grade. Students should maintain that rate on more complex text in fourth grade as well.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Read with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Read familiar text with expression Read prose with: accuracy appropriate rate (120 words per minute) expression





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Speaking and ListeningELAGSE4SL1: 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.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.Prior Learning (CCGPS): Introduced in third grade.

Research topic to be discussed Give reasons in support of opinions expressed Volunteer contributions and respond when

directly solicited Clarify, illustrate, or expand on a response

when asked to do so; ask classmates for similar expansions

b. Follow agreed-upon rules for discussions and carry out assigned roles.Prior Learning (CCGPS): Taught in third grade.

Identify and define rules for participants in discussions:

Gaining the floor Listening to others respectfully Speaking one at a time Initiate new topics in addition to responding

to adult-initiated topics Respond appropriately to comments and

questions Review key ideas expressed during a

discussionELAGSE.4.SL.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Prior Learning (CCGPS) New Learning

Understand and use paraphrasing strategies Confirm understanding by paraphrasing text

read aloud or information presented visually, quantitatively, or orally





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ELAGSE.4.SL.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.Prior Learning (CCGPS): Introduced in third grade.

Use knowledge of organizational structure to organize information for a report or presentation. (see RI5)Differentiate between appropriate and inappropriate facts

Differentiate between important information and extraneous details

Interpret information to create new understandings and knowledge related to the topic

Use appropriate non-verbal techniques to enhance communication, e.g., posture, eye-contact, facial expressions, gestures.

ELAGSE4SL6: 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. (See grade 4 Language standard 1 for specific expectations.)Prior Learning (CCGPS) In third grade, students had to speak in complete sentences depending on the context or situation.

Determine when speaking in complete sentences is appropriate to task or situation

Be able to appropriately request detail/clarification when needed

Take advantage of opportunities to speak in informal situations (e.g., telling a story to a younger sibling) as well as more formal situations (e.g., leading a class discussion).





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LanguageELAGSE4L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb aspects.Prior Knowledge (CCGPS): New learning.

Know: progressive verb phrases are used to

describe actions in the past, present, or future

progressive verb phrases combine a form of to be and an action verb, and they follow singular or plural pronouns (eg, They will be walking)

that past progressives describe an action that happened in the past, for a period of time, and then ended (eg, I was walking)

that past progressives may be used with the simple past (eg, Just as I was crossing the street, a car pulled out of the driveway)

that present progressives describe an action that is ongoing now (eg, I am walking)

that future progressives describe an action that will happen at a later time (eg, I will be walking)

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditionsPrior Knowledge (CCGPS): New learning.

Identify modal auxiliary verbs (Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.)

Understand and use modal auxiliaries when writing or speaking

e. Form and use prepositional phrases.Prior Learning (CCGPS): New learning.

Know: a preposition is a word that shows the

relationship or modifies a noun or pronoun to another part of a sentence (eg, on, for, at,





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over, to) there are prepositions that express time (eg,

on, at, since) there are prepositions that express location

(eg, near, above, beneath) there are prepositions that express direction

(eg to, onto, into) there are prepositions that introduce objects

of verbs (eg, we'll watch for the taxi)Do:

form a prepositional phrase by adding a preposition before a noun or pronoun (eg, over the fence)

use prepositions and prepositional phrases correctly in their writing

use a comma after an introductory prepositional phrase (eg, after the show, the dancers will exit stage left)

ELAGSE4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech and quotations from a text.Prerequisites:

use commas and quotation marks in dialogueKnow:

to use quotation marks to designate direct speech

to use quotation marks to designate quoted material from a text or source

to use a comma to introduce a quotation after a dialogue tag (eg, Mark asked, "Do I have to go to bed?")

to place ending punctuation (periods, question marks, exclamation marks) within closing quotation marks

to place commas within closing quotation marks when the dialogue tag appears after the quote (eg, "I left the books on the table," said Mark)

to use commas to offset the dialogue tag from direct speech when the dialogue tag





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is in the middle of the quoted material (eg, "I wanted to watch that movie last night," Mark said, " but it started too late")

Do: use quotation marks to designate direct

speech use quotation marks to designate quoted

material from a text or source use a comma to introduce a quotation

after a dialogue tag (eg, Mark asked, "Do I have to go to bed?")

place ending punctuation (periods, question marks, exclamation marks) within closing quotation marks

place commas within closing quotation marks when the dialogue tag appears after the quote (eg, "I left the books on the table," said Mark)

use commas to offset the dialogue tag from direct speech when the dialogue tag is in the middle of the quoted material (eg, "I wanted to watch that movie last night," Mark said, " but it started too late")

c. Use a comma before a coordinating conjunction in a compound sentence.Prior Learning (CCGPS) Subordinating and coordinating conjunctions were taught in third grade.Know:

that coordinating conjunctions are words that connect other words, phrases, or clauses

the words and, but, so, or, for, yet, and nor are coordinating conjunctions (FANBOYS)

coordinating conjunctions can be used to join two independent clauses

that an independent clause contains a subject and a verb and can stand alone; it is a complete sentence

that a compound sentence is composed of two or more independent clauses joined by a coordinating conjunction





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to place a comma before a coordinating conjunction that joins two independent clauses of equal emphasis

Do: correctly form compound sentences identify and correctly use coordinating

conjunctions in compound sentencesELAGSE4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.b. Choose punctuation for effect.*Prerequisite:

choose words and phrases for effect recognize differences in written and spoken English

Know: how to use punctuation for stylistic effect (eg,

to create tone) a period indicates the end of a statement or

command a question mark indicates the end of a

question an exclamation mark is used at the end of a

sentence that expresses strong feeling a comma may indicate a break or pause in

the flow of a sentence how internal and external punctuation in a

sentence creates stylistic effectDo:

use punctuation for stylistic effect





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ELAGSE4L4: 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.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Prior Learning (CCGPS): In third grade students were taught the difference between literal and non-literal language.

Be able to break a word into its meaningful parts to uncover its meaning

Use common Greek and Latin prefixes as clues to the meaning of words (e.g. a-/an-, anti-/ant-, auto-, mono-, hyper-, micro-, sub-, dis-, non-, re-, pre-, tele-, photo-, auto-)

Use common Greek and Latin suffixes as clues to the meaning of words (e.g. –ion/-tion/-ation/-ition, -able/-ible, -ity/-ty, -ment,-fy/-ify)

Use common Greek and Latin root words as clues to the meaning of words (e.g., astro, bio, geo, meter, ped, port, scrib/script, struct)

ELAGSE4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Pre-requisites:

identify words and associate with life connections identify literal and nonliteral phrases and their meanings distinguish shades of meaning in verbs and adjective

Know: synonyms as words that are very close in

meaning (eg, happy/glad, mad/angry, run/jog)

antonyms as words that are opposite or nearly opposite in meaning (eg, go/stop, hot/cold, content/dissatisfied)

words and their meanings by comparing or contrasting the word with a synonym or antonym





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Do: define synonyms as words that are very close

in meaning (eg, happy/glad, mad/angry, run/jog)

define antonyms as words that are opposite or nearly opposite in meaning (eg, go/stop, hot/cold, content/dissatisfied)

demonstrate an understanding of words and their meanings by comparing or contrasting the word with a synonym or antonym

ELAGSE4L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).Pre-requisites:

use words and phrases common to third gradeKnow:

acquire and use accurately grade-appropriate general academic words and phrases (common to written texts/Tier II words and phrases)

acquire and use accurately grade-appropriate domain specific words and phrases (specific to a particular field of study/Tier III words and phrases)

acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal precise actions and are basic to a particular topic (eg, The detective quizzed the suspect about his whereabouts on the date of the robbery)

acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal precise emotions and are basic to a particular topic (eg, The dog whined when he saw his owner)

acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal precise states of





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being and are basic to a particular topic (eg, The results of the experiment validated the hypothesis

a verb denotes action, or a state of being in a sentence

a state of being is expressed using a verb plus a helping verb (eg, I was reading a book)

Do: evaluate words for accurate usage

WritingELAGSE4W1: Write opinion pieces on topics or texts, (response to literature) supporting a point of view with reasons.Pre-requisite:

write about a topic while demonstrating a clear point of view choose reasons that support a point view compose an organized opinion piece that includes a point of view

and supporting reasonsd. Provide a concluding statement or section related to the opinion presented.Know:

determine the connection between the introduction and conclusion

determine what purpose the concluding statement will serve (e.g., propose a solution, call for action, challenge thinking)Do:

compose an opinion piece that includes a concluding statement or section that summarizes the position taken or calls for action

ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Pre-requisite:

gather information to support a logical argument on a topic or a text.

determine relevant reasons and information to support a point of view.

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





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linking words show relationships between opinions and supporting reasons (e.g., consequently, specifically).

linking phrases show relationships between opinions and supporting reasons (e.g., another point, in addition, such as)

linking clauses show relationships between opinions and supporting reasons (e.g., Although most people believe in uniforms, since the law was changed).

Do: determine which word, phrase, or clause will

best link their opinions and reasons.ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Pre-requisite:

determine the difference between real and imagined events. determine an effective form for their narrative based on their

audience and purpose. determine which descriptive details to include in a narrative. sequence narrative events in a logical order. support main concepts with descriptive details. determine which effective techniques to use (e.g., figurative

language, imagery, author's point of view, humor, sarcasm, irony, sensory details, dialogue, monologue).

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use dialogue to develop experiences Use dialogue to develop events Use dialogue to show response of character

to situations Use description to develop experiences Use description to develop events Use description to show response of

character to situationsc. Use a variety of transitional words and phrases to manage the sequence of events.Know:

clauses help the sequence of events in Credit for Templates:From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8




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writing. transitions can be used to start new

paragraphs.Do:

determine which type of transition is appropriate for circumstance (e.g., sequence, time shift, setting shift).

e. Provide a conclusion that follows from the narrated experiences or events.Know:

a conclusion may not signal the complete end of a story.

Do: develop experiences or events to build a

conclusion in a paper.ELAGSE4W4: 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.)Pre-requisite:

determine the purpose of their writing. determine which text structure is appropriate. organize their writing aGSEording to purpose and task (e.g.,

problem/solution, narrative, friendly letter).Know:

that development, organization, and style are dependent upon the task, purpose, and audience.

a variety of writing types (e.g., opinion, informative, narrative) including the organization, style, and audience associated with each type.

Do: determine an appropriate writing type for a

specific task, purpose, and audience. organize a text appropriately to task,

purpose, and audience. develop their ideas and a writing style to

convey their tone and meaning to the audience.

ELAGSE.4.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take





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notes and categorize information, and provide a list of sources. This is new learning.Pre-requisite:

determine how to categorize and sort notes.Know:

gather information from print and digital sources (e.g., books, articles, websites, videos).

explain that notes are brief, written, summaries of information.

Do: determine which sources to use for research

(e.g., past experiences, print sources, digital sources).

determine if information is relevant to a topic. sort and categorize information. summarize or paraphrase information.

ELAGSE.4.W.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”).Prior Learning (CCGPS): New learning.

Know: informational text structures. how to search for relevant information. the purpose of their writing is to inform.

Do: determine task, purpose, and audience. determine text structure or format (e.g,

compare/contrast, summarize). determine what portions of text are required

to complete the tasks. determine if additional information,

resources, or text are required. interpret information in a text.





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commoncore2012.homestead.comcommoncore2012.homestead.com/.../Reading/Q3/Q3_Te… · Web viewphrases are sequences of words intended to have meaning context clues are the words or