Arkansas State Standards for Language Arts: Grade 4

AR.1. Oral and Visual Communication: Speaking: Students shall demonstrate effective oral communication skills to express ideas and to present information.

OV.1.4.1. Speaking vocabulary: Use subject-related information and vocabulary.

OV.1.4.2. Speaking vocabulary: Adjust language and vocabulary to fit an audience, topic, or purpose.

OV.1.4.3. Speaking behaviors: Focus on audience (i.e., appearance and facial expressions).

OV.1.4.4. Speaking behaviors: Make proper introductions and respond courteously .

OV.1.4.5. Speaking behaviors: Adapt spoken language, including word choice.

OV.1.4.6. Speaking behaviors: Communicate ideas and information with clarity.

OV.1.4.7. Speaking to share understanding of information: Give precise directions and instructions for more complex activities and tasks .

OV.1.4.8. Speaking to share understanding of information: Participate in formal and informal discussions about a variety of topics including state and/or national events .

OV.1.4.9. Speaking to share understanding of information: Encourage others to participate in discussions (i.e., avoid monopolizing the conversation and raise pertinent questions).

OV.1.4.10. Speaking for literary response and expression: Tell and retell stories in a formal storytelling format using descriptive language, story elements, and voice to create interest and mood.

OV.1.4.11. Speaking for literary response and expression: Participate in a variety of speaking activities, including book reports.

OV.1.4.12. Speaking for critical analysis and evaluation: Ask and answer relevant questions and make contributions in small or large group discussions .

OV.1.4.13. Speaking for critical analysis and evaluation: Utilize established goals to improve speaking performance.

AR.2. Oral and Visual Communication: Listening: Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication.

OV.2.4.1. Listening for information and understanding: Demonstrate active listening behaviors (i.e., beginning note taking).

OV.2.4.2. Listening for information and understanding: Listen and evaluate information .

OV.2.4.3. Listening for information and understanding: Listen to understand, organize, and remember directions for doing tasks and assignments.

OV.2.4.4. Listening and responding to literature: Listen and respond to literature, including inferring underlying themes or messages.

OV.2.4.5. Listening for critical analysis and evaluation: Identify/infer the purpose, content, organization, and delivery of verbal communication and nonverbal cues.

OV.2.4.6. Listening for critical analysis and evaluation: Evaluate a performance on the basis of a predetermined criteria/ rubric developed by the class.

AR.3. Oral and Visual Communication: Media Literacy: Students shall demonstrate knowledge and understanding of media as a mode of communication.

OV.3.4.1. Utilizing media for information and understanding: Distinguish the purpose of various types of media presentations, including persuasive presentations.

OV.3.4.2. Utilizing media for personal response and expression: Respond to media in a variety of ways (i.e., art, writing, discussion, and drama).

OV.3.4.3. Utilizing media for critical analysis and evaluation: Compare and contrast the influence of media presentations on daily life.

OV.3.4.4. Utilizing media for critical analysis and evaluation: Interpret the role of advertising as a part of media.

AR.4. Writing: Process: Students shall employ a wide range of strategies as they write and use different writing process elements appropriately.

W.4.4.1. Prewriting: Organize writing to convey a central idea.

W.4.4.2. Prewriting: Focus on one aspect of a topic.

W.4.4.3. Prewriting: Select relevant information from a variety of sources .

W.4.4.4. Prewriting: Use available technology to collect information for writing.

W.4.4.5. Drafting: Develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs into larger units of text.

W.4.4.6. Drafting: Create an introduction that hooks the reader .

W.4.4.7. Drafting: Write several related paragraphs on the same topic.

W.4.4.8. Drafting: Develop strong closure.

W.4.4.9. Drafting: Draft information collected during reading and/or research into writing.

W.4.4.10. Revising: Revise writing to utilize elements of style, including word choice and sentence variation.

W.4.4.11. Revising: Revise drafts for coherence, style, content and logical support of ideas based on peer responses and teacher conferences.

W.4.4.12. Revising: Select a revision checklist to independently revise writing.

W.4.4.13. Editing: Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure without the aid of a checklist.

W.4.4.14. Publishing: Polish approximately ten pieces throughout the year (i.e., longer compositions, more descriptive passages, etc.).

W.4.4.15. Publishing: Use available technology for publishing .

W.4.4.16. Publishing: Select pieces for a writing portfolio that demonstrate abilities to write in different genres for different audiences, purposes, and formats.

AR.5. Writing: Purposes, Topics, Forms and Audiences: Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms.

W.5.4.1. Purposes and Audiences: Write for a general audience (i.e., newspaper and website, etc.).

W.5.4.2. Purposes and Audiences: Write to define, clarify, develop ideas, and express creativity.

W.5.4.3. Purposes and Audiences: Record reactions to personal and school related experiences .

W.5.4.4. Topics and Forms: Write daily.

W.5.4.5. Topics and Forms: Write informational text of at least three paragraphs on one topic using three sources of information .

W.5.4.6. Topics and Forms: Write complex narrative, descriptive, expository, and persuasive compositions that have topic sentences, concrete sensory supporting details, a context to allow the reader to imagine the event, and a logical conclusion.

W.5.4.7. Topics and Forms: Write free verse and limericks .

W.5.4.8. Topics and Forms: Write mysteries and realistic fiction.

W.5.4.9. Topics and Forms: Write summaries based on the main idea of a reading selection and its most significant details.

W.5.4.10. Topics and Forms: Write on demand to a specified prompt within a given time frame.

AR.6. Writing: Conventions: Students shall apply knowledge of Standard English conventions in written work.

W.6.4.1. Sentence Formation: Use a variety of simple, compound, and complex sentences (i.e., completeness and standard word order, etc.).

W.6.4.2. Sentence Formation: Eliminate run-on sentences.

W.6.4.3. Sentence Formation: Create sentences with compound subjects, verbs, and objects.

W.6.4.4. Sentence Formation: Embed subordinating ideas in sentences (i.e., prepositional structures and infinitives, etc.) .

W.6.4.5. Usage: Employ standard English usage in writing, including subject-verb agreement, pronoun referents, and parts of speech.

W.6.4.6. Usage: Maintain appropriate tense throughout text.

W.6.4.7. Usage: Include prepositional phrases in writing.

W.6.4.8. Usage: Eliminate double negatives .

W.6.4.9. Usage: Use the articles a, an and the correctly.

AR.7. Writing: Craftsmanship: Students shall develop personal style and voice as they approach the craftsmanship of writing.

W.7.4.1. Purposefully shaping and controlling language: Engage the reader by developing a lead and a sense of closure .

W.7.4.2. Purposefully shaping and controlling language: Use logical sequence.

W.7.4.3. Purposefully shaping and controlling language: Use such descriptive language as action verbs, specific nouns, vivid adjectives, and adverbs to add interest to writing .

W.7.4.4. Purposefully shaping and controlling language: Describe characters and setting .

W.7.4.5. Purposefully shaping and controlling language: Use diagrams, charts, or illustrations appropriate to the text.

W.7.4.6. Purposefully shaping and controlling language: Use purposeful vocabulary.

W.7.4.7. Purposefully shaping and controlling language: Respond to the writing of others by giving specific feedback on the clarity, coherence, logical order, elaboration, and support of ideas.

W.7.4.8. Purposefully shaping and controlling language: Identify the most effective features of a piece of writing using criteria generated by the teacher or class.

AR.8. Reading: Foundations of Reading: Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of speech to print as they develop a foundation for literacy.

AR.9. Reading: Comprehension: Students shall apply a variety of strategies to read and comprehend printed material.

R.9.4.1. Using prior knowledge to make meaning: Organize prior knowledge and new information to make meaning of the text.

R.9.4.2. Using connections to make meaning: Make connections that demonstrate a deeper understanding of text related to self, text, and/or world.

R.9.4.3. Using visualization to make meaning: Form mental pictures reflecting vivid details and personal connections with the text.

R.9.4.4. Using visualization to make meaning: Revise mental pictures based on new information from the text.

R.9.4.5. Using questioning and monitoring to make meaning: Generate questions that reflect active engagement in the text.

R.9.4.6. Using questioning and monitoring to make meaning: Use additional resources to support answers to questions formulated before, during, and after reading.

R.9.4.7. Using inferences to make meaning: Infer the purpose of the text to expand comprehension.

R.9.4.8. Using inferences to make meaning: Describe how the author's purpose determines the choice of language and information in a text.

R.9.4.9. Using inferences to make meaning: Use inferences to expand understanding of content knowledge.

R.9.4.10. Determining importance to make meaning: Sort relevant and irrelevant information based on the purpose of reading.

R.9.4.11. Determining importance to make meaning: Read a text for a variety of purposes.

R.9.4.12. Summarizing and synthesizing for meaning: Summarize content of selection, identifying important ideas and providing details for each important idea.

AR.10. Reading: Variety of texts: Students shall read, examine, and respond to a wide range of text for a variety of purposes.

R.10.4.1. Exhibit behaviors and habits of an active reader: Read daily.

R.10.4.2. Exhibit behaviors and habits of an active reader: Compare and contrast fiction and nonfiction.

R.10.4.3. Exhibit behaviors and habits of an active reader: Analyze and compare the distinguishing features of familiar genres.

R.10.4.4. Exhibit behaviors and habits of an active reader: Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals.

R.10.4.5. Exhibit behaviors and habits of an active reader: Self-select materials on independent reading level based on personal interest, knowledge of authors, different types of texts, and estimation of text difficulty.

R.10.4.6. Exhibit behaviors and habits of an active reader: Use graphic organizers, including main idea/detail maps and outlines to make meaning of the reading selection.

R.10.4.7. Exhibit behaviors and habits of an active reader: Evaluate texts for appropriateness to reading tasks.

R.10.4.8. Reading a variety of informational materials for enjoyment and critical analysis: Read a variety of informational texts, including comparative formats.

R.10.4.9. Reading a variety of informational materials for enjoyment and critical analysis: Recognize expository text structures which are comparative.

R.10.4.10. Reading a variety of informational materials for enjoyment and critical analysis: Read critically to compare information from two or more sources.

R.10.4.11. Reading a variety of informational materials for enjoyment and critical analysis: Read a variety of stories, including mysteries and realistic fiction.

R.10.4.12. Reading a variety of informational materials for enjoyment and critical analysis: Identify and compare the story elements of mysteries and realistic fiction.

R.10.4.13. Reading a variety of informational materials for enjoyment and critical analysis: Create own mystery and/or realistic fiction .

R.10.4.14. Reading a variety of informational materials for enjoyment and critical analysis: Identify language and literary devices, including tone.

R.10.4.15. Reading a variety of poetry for enjoyment and critical analysis: Read a variety of poetry, including simple free verse and limericks.

R.10.4.16. Reading a variety of poetry for enjoyment and critical analysis: Discuss poetry to determine meaning.

R.10.4.17. Reading a variety of poetry for enjoyment and critical analysis: Analyze poetry to identify the characteristics of diamantes.

R.10.4.18. Reading a variety of practical materials for enjoyment and critical analysis: Read a variety of functional/practical texts, including brochures, newspaper, and magazine articles.

R.10.4.19. Reading a variety of practical materials for enjoyment and critical analysis: Utilize functional texts, including brochures, newspaper, articles and magazines, to accomplish tasks .

AR.11. Reading: Vocabulary, Word Study, and Fluency: Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently.

R.11.4.1. Meaning-based word recognition: Use context clues to determine the precise meaning of new words.

R.11.4.2. Meaning-based word recognition: Use knowledge of plural possessive nouns and irregular verbs to read with meaning .

R.11.4.3. Meaning-based word recognition: Explain words with multiple meanings.

R.11.4.4. Meaning-based word recognition: Identify figurative language in reading.

R.11.4.5. Spelling-sound word recognition (phonics): Refine strategies to decode multi-syllabic words.

R.11.4.6. Spelling-sound word recognition (phonics): Decode multi-syllabic words using more advanced syllable patterns .

R.11.4.7. Spelling-sound word recognition (phonics): Use related words to determine the spelling of unaccented syllables.

R.11.4.8. Add content words to sight vocabulary.

R.11.4.9. Word Study and vocabulary: Use word-reference materials, including the glossary, dictionary, and thesaurus, to make meaning of unknown words.

R.11.4.10. Word Study and vocabulary: Recognize and use linking verbs.

R.11.4.11. Accuracy of reading: Read grade level texts with accuracy of 90% or above.

R.11.4.12. Reading with fluency and expression: Read grade level text fluently at approximately 118 words per minute.

R.11.4.13. Reading with fluency and expression: Read familiar grade level texts using appropriate rhythm, pace, phrasing, punctuation, and intonation.

R.11.4.14. Reading with fluency and expression: Adjust reading rate according to text demands.

AR.12. Inquiring/Researching: Researching/Inquiry Process: Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate findings in ways that suit the purpose and audience.

IR.12.4.1. Accessing information: Formulate questions about a specific topic.

IR.12.4.2. Accessing information: Locate information in reference materials by using organizational features.

IR.12.4.3. Accessing information: Use guide words to locate words in dictionaries and topics in encyclopedias.

IR.12.4.4. Accessing information: Collect information about an assigned or self-selected topic using resources of the media center, including Internet, print, and media .

IR.12.4.5. Interpreting Information: Use text formats and organizing tools as an aid in constructing meaning .

IR.12.4.6. Interpreting Information: Make generalizations and draw conclusions based on the research of the topic.

IR.12.4.7. Interpreting Information: Develop notes, learning logs, etc. to identify and support main ideas from text.