Connecticut State Standards for Language Arts: Grade 4

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Fluency: Adjust reading rate to match text complexity, type of text and purpose for reading, e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas.

1.6. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 120-135+ words correct per minute.

1.7. Vocabulary: Develop a high-frequency word vocabulary list from literary and content area texts, e.g., across content vocabulary notebook.

1.8. Vocabulary: Identify specific words or phrases causing comprehension difficulties and apply strategies to support comprehension.

1.9. Vocabulary: Explain common homophones, homographs, e.g., maid/made; to/two/too; pencil lead vs. to lead the way, words with multiple meanings, and meanings of words specific to various content areas, e.g., product in math.

1.10. Vocabulary: Infer word meanings from common roots, prefixes, suffixes, e.g., port: transportation, porter, import, report.

1.11. Vocabulary: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.

1.12. Vocabulary: Understand and respond to words in directions, e.g., mainly, brief, evidence, information, support

1.13. Vocabulary: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.

1.14. Vocabulary: Explain that some words have a different meaning in different content areas, e.g., concept of shade in science and art.

1.15. Vocabulary: Apply the necessary strategy, e.g., Concept of Definition Map, Context Clues for Determining Word Meanings, List-Group-Label, Possible Sentences, Semantic Feature Analysis, Word Walls, Knowledge Rating Scale to better comprehend vocabulary.

1.16. Before and During Reading: Activate prior knowledge before reading, e.g., Direct Reading-Thinking Activity, KWL Chart, Anticipation Guide, Response Notebooks.

1.17. Before and During Reading: Examine the text before reading, e.g., Chapter Tour, Read Around the Text, Concept of Definition Map.

1.18. Before and During Reading: Evaluate predictions and adjust as necessary.

1.19. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.20. Before and During Reading: Summarize information to maintain focus and provide clarity.

1.21. Before and During Reading: Use appropriate resources to locate information, e.g., index, glossary, dictionary, thesaurus, directory, website on a specific topic or for a specific purpose.

1.22. After Reading (General Understanding): Explain steps in a process, e.g., problem solving in mathematics, life cycle of a butterfly.

1.23. After Reading (General Understanding): Summarize information, including main idea, most important text-based facts, details, and/or ideas, e.g., newspaper, magazine, Internet articles, content journals.

1.24. After Reading (General Understanding): Describe the components of setting, e.g., time, location, descriptive surroundings.

1.25. After Reading (General Understanding): Infer characteristics, setting, plot events, theme, conflict.

1.26. After Reading (Developing an Interpretation): Identify and explain the elements of particular literary forms, e.g., poetry, short story, biography, journalistic writing, narrative.

1.27. After Reading (Developing an Interpretation): Distinguish fact vs. opinion in text.

1.28. After Reading (Developing an Interpretation): Use multiple texts to compare and contrast characters, settings, plots, themes, conflicts and points of view.

1.29. After Reading (Developing an Interpretation): Recognize organizational patterns of text, e.g., main ideas and supporting details, compare/contrast, cause/effect, sequence of events.

1.30. After Reading (Developing an Interpretation): Determine character traits, using knowledge of the characters' situations.

1.31. After Reading (Developing an Interpretation): Identify and explain the difference between first-, second- and third-person point of view.

1.32. After Reading (Developing an Interpretation): Determine an author's purpose for including or omitting details to create meaning.

1.33. After Reading (Developing an Interpretation): Determine an author's purpose for choosing a certain genre.

1.34. After Reading (Making Reader/Text Connections): Analyze how characters deal with diversity and adversity relating to real-world situations.

1.35. After Reading (Making Reader/Text Connections): Identify the best/worst part of an event or situation in text.

1.36. After Reading (Content and Structure): Identify literacy devices the author uses to appeal to the reader, e.g., humor, imagery.

1.37. After Reading (Content and Structure): Identify and explain the author's use of metaphor and onomatopoeia.

1.38. After Reading (Content and Structure): Synthesize information in the text to extend the meaning, e.g., what might the next paragraph be about.

1.39. After Reading (Content and Structure): Recognize and discuss an author's values, ethics and beliefs included in many texts.

1.40. After Reading (Content and Structure): Make generalizations about a topic after reading more than one text, e.g., life during the Civil War after reading several informational/expository and literary/narrative accounts of this historic period.

1.41. Reading Reflection/Behaviors: Choose a variety of genres to read for personal enjoyment.

1.42. Reading Reflection/Behaviors: Elicit, discuss and respect the opinions of others about written, oral and visual texts.

1.43. Reading Reflection/Behaviors: Share opinions and judgments based on texts.

1.44. Reading Reflection/Behaviors: Explain the appeal of a text.

1.45. Reading Reflection/Behaviors: Identify reading strengths and weaknesses and select targets on which to work.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Spell high-frequency words correctly, e.g., people, water.

3.4. Spelling: Spell common homophones, e.g., its, it's; know, no; your, you're.

3.5. Spelling: Use knowledge about morphology and structural analysis as an aid to spelling words.

3.6. Spelling: Apply spelling knowledge in writing (vowels, patterns, etc.).

3.7. Capitalization/Punctuation/Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.8. Capitalization/Punctuation/Usage: Capitalize important words in a title of a book or article, e.g., Martin's Big Words: The Life of Dr. Martin Luther King, Jr.

3.9. Capitalization/Punctuation/Usage: Capitalize abbreviations correctly, e.g., Calif. or CA, Mr., Dr.

3.10. Capitalization/Punctuation/Usage: Use resources to correct capitalization.

3.11. Capitalization/Punctuation/Usage: Indent paragraphs consistently.

3.12. Capitalization/Punctuation/Usage: Cite sources, e.g., lists titles and authors alphabetically.

3.13. Capitalization/Punctuation/Usage: Use comma to set off titles or initials, e.g., Dr. Smith, M.D..

3.14. Capitalization/Punctuation/Usage: Use comma in complete address, e.g., 345 Oak Ave., Hartford, CT.

3.15. Capitalization/Punctuation/Usage: Use comma after an introductory phrase, e.g., After the scary movie, she wished she had read the book, or clause, e.g., After she went to the movie, she wanted to read the book.

3.16. Capitalization/Punctuation/Usage: Use italics, underlining, or quotation marks for titles.

3.17. Capitalization/Punctuation/Usage: Use colon after greeting in a business letter.

3.18. Capitalization/Punctuation/Usage: Use hyphen between syllables at line breaks.

3.19. Capitalization/Punctuation/Usage: Use single/plural agreement between nouns and modifiers, e.g., one child and two children.

3.20. Capitalization/Punctuation/Usage: Logically use conjunctions, e.g., I like dogs, but I am allergic to them..

3.21. Capitalization/Punctuation/Usage: Use correct placement of pronouns. Correct examples: Juanita and I went to the store. She gave candy to Juanita and me. Incorrect examples: Me and Juanita went to the store. She gave the candy to Juanita and I.

3.22. Capitalization/Punctuation/Usage: Use resources to find correct spelling for words identified as misspelled, e.g., electronic spellers, dictionaries, personal dictionaries.

3.23. Writing Process: Plan: choose an appropriate written, oral or visual format based on audience and purpose

3.24. Writing Process: Draft: complete a draft demonstrating connections among ideas

3.25. Writing Process: Revise: revise a completed draft, incorporating feedback from peers and teacher, e.g., ... helped me understand the topic more clearly, I was confused by..., Be more clear about ..., Use a better word for ...

3.26. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing

3.27. Writing Process: Publish/Present: publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast

3.28. Writing Process: Reflect: critique one's own and a peer's writing, using established criteria, e.g., I improved on ..., This piece demonstrates how well I elaborate.

3.29. Writing Genres, Traits and Crafts (Descriptive): Write a descriptive anecdote within a narrative and expository piece to enhance elaboration.

3.30. Writing Genres, Traits and Crafts (Narrative): Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole.

3.31. Writing Genres, Traits and Crafts (Narrative): Provide a specific account of an event.

3.32. Writing Genres, Traits and Crafts (Narrative): Write a personal narrative in own voice, e.g., Spinach makes me gag.

3.33. Writing Genres, Traits and Crafts (Expository): Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence.

3.34. Writing Genres, Traits and Crafts (Expository): Write a news article with a strong lead and supporting detail.

3.35. Writing Genres, Traits and Crafts (Persuasive): Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code.

3.36. Writing Genres, Traits and Crafts (Poetic): Write an imagery poem.

3.37. Writing Genres, Traits and Crafts (Poetic): Write a cinquain poem.

3.38. Writing Genres, Traits and Crafts (Poetic): Write a refrain poem.

3.39. Writing Genres, Traits and Crafts (Fluency): Easy flow and rhythm use complete sentences in writing.

3.40. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass.

3.41. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence lengths.

3.42. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.